Before reaching the stage to develop a course syllabus of the revised course, it is crucial to work on the identifying goals/objectives and outcomes. This process encourages you to clarify what sustainability concepts you want your students to learn in the context of the course you revise. You have to decide which themes to emphasize within your revised courses to ensure that they fit the environmental, social, and economic aspects of sustainability contextualised in your local and regional conditions. Setting the goals and objectives of a course revision to address sustainability issues is of primary importance, as these provide the framework that guides all decisions and courses of action. Goals are the general broad statements about what is to be achieved by the programme overall, while objectives are more specific statements on the basis of the corresponding general goals. Setting strictly measured and prescribed objectives is not consistent with the ExConTra learning paradigm described in the previous module. The setting of goals and objectives upon which the expected outcomes will be based should be flexible enough in order to facilitate learners’ interaction. It is of particular importance to design them together with the learners, taking into consideration their own expectations and desires towards what to learn and even how to learn it. In this sense, the formulation of goals and objectives from the very beggining should function more as guidelines rather than sttrict prescriptions. To reach it, it is of critical importance to give more space to learners in the activities and assignments to be planned in the revised course. When forming objectives, you should pay attention not only to the tasks that the students are expected to do after the completion of an activity, but also to the type and quality of learning processes they are going to experience during this activity.