With the mounting urgency to achieve a sustainable future, it is of paramount importance to provide pre-service teachers with a robust understanding of de facto. The present study investigated the potential of ChatGPT-supported educational technologies to enhance the understanding of sustainable development among 20 pre-service teachers at a university during the 2023-2024 academic year. Over a period of 14 weeks of intervention, participants employed ChatGPT and Web 2.0 tools (Pixton) to create digital comic stories focused on sustainable development goals. The study employed an explanatory sequential mixed-method design, utilising evaluation forms, semi-structured interviews, inferential statistics and content analysis. The results revealed significant improvements in sustainability perspectives, awareness and knowledge, despite concerns about productivity, originality and ethical issues.