Many learners are unable to access higher education (HE) annually due to not meeting the minimum entry requirements for mainstream programmes. This persistent challenge reflects deep inequities in the education system and calls for transformative approaches that move beyond academic remediation. The Extended Curriculum Programme (ECP) has emerged as a strategic intervention aimed at widening participation, promoting inclusivity, and fostering academic success among students, particularly those from historically disadvantaged backgrounds. This paper explores how inclusive teaching practices, curriculum responsiveness, and student-centred pedagogies within the ECP help level the academic playing field in South African HE while nurturing social and economic resilience among graduates. Drawing on theoretical insights and reflective experience as an educator, it highlights the transformative role of ECPs in providing access and sustained academic support to underprepared students who might otherwise be excluded from mainstream academic pathways. Through contextualised pedagogy, mentorship, and holistic support systems that extend beyond academic assistance to include social integration and confidence building, ECPs cultivate graduates who are academically capable, socially conscious, and economically resilient. The paper underscores the importance of embedding Education for Sustainable Development (ESD) principles within ECP curricula and advocates for innovative pedagogical approaches, such as Universal Design for Learning (UDL) and participatory methods, to foster sustainability competencies and enhance engagement. Ultimately, it argues that true sustainability in South African HE must prioritise human development and inclusive teaching practices that transform structural inequalities into opportunities for collective growth and empowerment. Strengthening inclusivity within ECPs can bridge systemic gaps, advance institutional transformation, and support the broader goals of equitable and sustainable higher education.