In response to global environmental challenges and social responsibility, sustainable design education has become essential to higher education in art and design. This study aims to investigate how sustainable design education, as delivered through studio pedagogy, changes university students' sense of social justice and duty in China, thereby fostering talents with global citizenship consciousness. The study used a combination of literature review and semi-structured interviews to review domestic and foreign literature while interviewing six teachers and six students from three design universities in Beijing. The study found that studio pedagogy greatly improves students' cooperation abilities, social responsibility, and inventive thinking skills. Students get a deeper grasp of societal concerns and generate innovative solutions via hands-on projects and constructive teamwork.