This paper engages narratives from Tess Lea's (2020) book 'Wild Policy' for how they help consider the messy or 'wild' nature of global policy interventions on sustainability, including in its latest formation as the UN Sustainable Development Goals (SDGs). We do so alongside data from research on education in the territory of Nunavut, as well as informed by our experiences as settler and Cree university researchers concerned with place and land-informed education policy. Engaging with a methodological framing of policy ecology, the article considers both policy artifacts and 'ambiences' or materialities, and their interrelations. We examine how a Saskatchewan university's draft SDG plan manifests aspects of pre-fabricated globally mobile 'wild policy', including in its gaps in land-informed Indigenous engagement. Instead, we suggest how more systemic and decolonizing approaches to land-informed education policy, as in development in Inuit-based higher education in Nunavut, can inform both future policy decision-making and policy research.