This study identifies elements of Education for Sustainable Development (ESD) embedded in traditional Korean educational thought to establish a philosophical foundation for localizing the Sustainable Development Goals (SDGs). Addressing the lack of cultural grounding in current SDG implementation, this study examines the educational philosophy of Dasan Jeong Yak-yong, a prominent Silhak (Practical Learning) scholar. Through qualitative content analysis of his major writings and conceptual mapping against UNESCO’s “Eight Key Competencies for Sustainability,” four core dimensions emerged: 1) public-oriented education (Gyeongse Jemin: Governing the world and saving the people); 2) moral self-cultivation (Hyo and Je: the Filial duty and the Ties of brotherhood); 3) resource moderation and ecological ethics (Geun and Geom: Diligence and Simplicity); and 4) practical, locality-based learning. These dimensions align strongly with UNESCO’s framework, particularly systems thinking, normative, and strategic competencies. The findings demonstrate that traditional Korean thought serves as a robust philosophical resource for ESD, contributing to culturally grounded localization strategies for the global SDG agenda.