This paper argues that Transition Design (TD) education remains incomplete when decoloniality is treated merely as an external critical lens rather than as a structural reconfiguration of how TD is taught, learned, and assessed. Grounded in more than a decade of pedagogical experimentation, the paper develops its argument through interdisciplinary studio courses, campus-as-city projects, and an emerging community-based research initiative. Its three-layer curricular logic positions epistemic critique as a foundational learning outcome, framework mastery as situated competence, and situated practice as a co-learning environment. The campus-as-city model functions as a concrete pedagogical device for making complex concepts such as multi-scalar mapping, interdependence, and leverage points accessible within students’ immediate institutional context. The paper’s central contribution lies in exposing a key tension: curricula may become plural in content while remaining colonial in structure. This insight sharpens TD’s decolonial commitments by insisting that power, knowledge validation, and assessment must be transformed, not simply acknowledged.