This article examines how the United Nations Sustainable Development Goals (SDGs) can be meaningfully integrated into educational practice, with a particular focus on International Baccalaureate (IB) programmes and broader school contexts. It argues that embedding the SDGs into inquiry-based, action-oriented learning fosters student engagement, global citizenship, and educational quality. The alignment between SDG principles and IB philosophy—such as intercultural understanding, reflection, and principled action—creates fertile ground for transformative learning.