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"Sustainability is not just about energy efficiency, but rather a complex and overarching multidisciplinary field that requires appropriate expertise, as well as a moral obligation and an opportunity for inspired architecture." (Almonte (ed).2012:17) Cities are collectives of buildings that "are complex socio-technical entities, embedded in a social–cultural–economic–climatic context" (Passe 2020:566). The design and development of cities and hence the quality of lives of resident communities are directly impacted by the practices of the architectural profession.Our aim with this chapter is to explore the Sustainable Development Goals (SDGs) within architectural education with specific attention given to the architectural studio. Although there have been many actions taken and attempts made to include sustainability in architectural curricula and guidelines provided for the inclusion of the SDGs there is limited research that provides a perspective of sustainability in architectural schools globally. Our perspective is from the position of the Radically Inclusive Studio (Gorman et al.2021) which we conceptualise as part of the cities and communities and ultimately the world that we live in. The Radically Inclusive Studio is not an isolated space, but forms part of an ecosystem, defined as "a system of people, content, technology, culture, and strategy, existing both within and outside … which has an impact on both … formal and informal learning" (Eudy 2018:3), in which it supports and is simultaneously supported. We present the Radically Inclusive Studio and its structuring 6S Conceptual Framework of Inclusive Contexts (Gorman et al. in-press) as a theoretical framework for conceptually (re)organising the SDGs and for exploring the Radically Inclusive Studio principles that could serve as guidelines for sustainable development in architectural and other education. We use an integrative literature review to investigate articles, books, and other published texts with the "aim to assess, critique, and synthesize the literature ... in a way that enables new theoretical frameworks and perspectives to emerge" (Snyder 2019:335). We include sustainable architectural solutions from both practice and education to present an overview of how architectural projects address the SDGs. As authors we present aspects of our own work and we propose that the pedagogic principles of the Radically Inclusive Studio could serve as a guideline for sustainable development education.