Embedding sustainability literacy into the Higher Education curricula is imperative particularly considering the sobering findings of the 2023 SDG Progress Report ( https://unstats.un.org/sdgs/report/2023/ ) which indicate that only 12% of the Sustainable Development Goal (SDG) targets are on track. Resulting from a collaboration between the Language Studies department at TU Dublin and UNITAR (United Nations Institute of Training and Research), this paper presents the fruit of a professional development (PD) initiative aimed at equipping Language Studies colleagues with practical strategies to integrate Education for Sustainable Development into their pedagogical practices. Recognizing the pivotal role of educators, as articulated by (Tribello et al. in Ir J Acad Pract 11(2), Article 6, 2024), the chapter details the stages of a PD process undertaken to empower and motivate lecturers to incorporate SDGs into their modules. The PD process started with an online roundtable discussion focusing on enhancing language lecturers’ sustainability literacy specifically in the context of language learning and teaching. The roundtable discussion was followed by a webinar that delved into TU Dublin’s Sustainability Education Framework. Finally, a day-long workshop facilitated by UNITAR on the topic of ESD for Language Studies further emphasised key cross-cutting areas of knowledge and competencies essential for fostering meaningful learning around UN’s Agenda 2030 and the SDGs. The workshop, supported by self and group-led processes yielded valuable insights, equipping Language Studies lecturers with the knowledge and skills to integrate SDGs at programmatic and modular levels, aligning with TU Dublin’s Strategic Intent 2030. This chapter contributes to providing educators and managers with strategies for embedding sustainability principles within the curriculum of Higher Education institutions.