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While the sustainable development goals (SDGs) and visions for sustainability education apply to many methods, they can be hard to put into practice. This study aims to concern an undergraduate geography course designed not only to teach geographical methods but also to engage with the multi-scalar nature of the SDGs and apply them to various local urban sustainability issues in a real-world context.

By means of a mixed-method approach, the authors examine a fieldwork course that invites students into learning situations in which they combine critical thinking with entrepreneurial solutions to local sustainability challenges. The authors examine the learning material from the students’ cases and explore the geographical knowledge the students’ practise.

Fieldwork helps students contextualise the multi-scalar nature of the SDGs and thereby apply them to analyses in a local context. Students learn first-hand how their planning proposals can be seen as counterproductive by some local stakeholders while remaining attractive to others.

Student tasks are developed in collaboration with a local municipality and students present their findings to local politicians and stakeholders. Presenting and localising the SDGs within a local community not only encourages students to undertake a local community analysis but also provides new perspectives to local stakeholders.