Drawing on the concept of the Production of Space this article examines how sustainable development agenda was localised--in design, operation and students' lived experiences--in two international education programmes at two universities in Japan. We analysed relevant programme documents, interviews with faculty members, students' reflective notes, as well as the authors' autoethnographic journals. The findings show that the local and institutional context influenced the SDGs curriculum design (representations of space or the conceived space). The virtual and physical learning spaces, the pedagogy and the operation of the programme (spatial practice or perceived space) shaped students' interaction and learning outcomes (representational space or the lived space). As instructors attempted to adopt SDGs in their teaching (through perceived space) and as students tried to gain interdisciplinary knowledge through SDGs (through lived space), both parties negotiated and challenged the programme design shifting the conceived spaces. Our study contributes to a deeper understanding of the localisation of SDGs within the internationalisation of higher education by employing Lefebvre's spatial analysis. This approach reveals the complex socio-spatial dynamics at play, offering insights into how educational environments are constructed and experienced.