Sustainability research is supposed to take global interdependencies into account. Thus, knowledge of and respect for non-European/non-Western perspectives is indispensable. This chapter therefore presents some ideas on how Area Studies can contribute to advancing Education for Sustainable Development (ESD) in the sense of the Sustainable Development Global 4. It is based on three examples of its realisation in Mongolian Studies, which can serve as a placeholder for other disciplines comprising cultural studies, regional expertise, intercultural awareness and/or foreign language competence. The overall aim is to impart transferable skills such as perspective-taking, intercultural awareness, open-mindedness, critical thinking and reflection on local and global challenges, in short, knowledge that empowers young people and enables them to contribute to progressive change. This approach is rooted in the tradition of transformative teaching and learning. All three examples to be introduced in this chapter have been organised as participative teaching research projects (in German: ‘Lehrforschungsprojekte’), involving BA and MA students in all cases, and PhD students in the first one. This first example comprises an excursion to Mongolia with sustainability as a thematic priority and provides insights into preparation, field studies and follow-up activities. The second example depicts how we included sustainability as cross-cutting theme while collaboratively developing blended-learning materials during the COVID-19-crisis. The third example tackles inadequate translations from development jargon by presenting a study on local notions of ‘poverty’ that points to socio-cultural dimensions of sustainability.