I examined how SDG 4.7-related concepts were reflected in national education documents across Asia-Pacific. The work involved cleaning and standardising uneven source data, assessing which country and subject datasets were genuinely comparable, and developing analytical approaches to interpret references to knowledge, skills, and values in curricula and education laws. The analysis revealed major gaps in how sustainability-related concepts were embedded in education content, including a strikingly limited presence of gender equality as a learning concept in the available data. This work influenced a UNESCO MGIEP-led review of national education laws, policies, strategic plans, and curricula across Asia. As I identified inconsistencies in the underlying data and interpretation, my preliminary analysis helped standardise, cluster, and analyse the material in a more coherent way. This work strengthened the consistency of the overall review process and was acknowledged in the resulting UNESCO MGIEP publication.