This paper explores how the principles of Cosmopolitan Localism, specifically the Small, Local, Open, and Connected (SLOC) framework, can be operationalised within sustainability-focused fashion design education. Drawing on a practice-based, qualitative research study conducted within an undergraduate fashion design programme at a South African university, the paper analyses a pedagogical intervention aligned with the global Fashion Revolution movement. The intervention included a three-week experiential learning module, the Fashion Revolution Designathon, and a campus-wide clothing swap event to embed ethical awareness, material circularity, and critical design thinking into the student learning experience.