This article explores the dynamics arising by multidisciplinary and multicultural student teams (MMT), working through Case-based Learning (CBL) and Problem-based Learning (PBL); as well as its use as a sustainable teaching practice. Based on a mixed methods approach, which includes observation (both physical and virtual) and questionnaires, the study reveals that MMT through CBL and PBL can both facilitate and hinder sustainable learning. Our findings show that while MMT enhances knowledge sharing, it also poses a wide range of challenges, raising questions about its social significance as a sustainable teaching practice. The study suggests the implementation of certain mechanisms, such as ‘Teamwork Training’ and ‘Pedagogical Mentors’, aiming to strengthen the sustainable orientation of MMT through CBL and PBL.