This article uses published research to explore how Technology Enhanced Learning (TEL) can help to sustain learning communities to engage in creative exploration and open investigation. It then draws on this research to ask: how could we use TEL to support pedagogies of socio‐ecological sustainability in the Art and Design education community? Three interrelated themes are explored: learning communities – in developing shared values and supporting investigations around issues of concern; learning spaces – in supporting these communities and their dialogue; and theory – to illustrate and provide language to understand the values, activities and goals of participants. Theory may help us to link the impact of these community activities, supported by TEL, to global issues. This article attempts to initiate an exploration of the fundamental elements required to create pedagogies of socio‐ecological sustainability within Art and Design higher education.