This work critically examines the potential, challenges, risks, and ethical implications of integrating sociological and genetic informative research to study education and guide policy. We begin by outlining persistent educational disparities, often influenced by socioeconomic background, and explore how genetic research can offer new insights into these inequalities. Then, key methodological approaches, including twin studies and polygenic indexes, are reviewed for their strengths and limitations in studying educational outcomes. Drawing on theoretical perspectives and empirical evidence of gene-environment interplay, we show how genetic methods can yield a more nuanced and comprehensive understanding of individual differences in education and contribute to policy discussions. At the same time, we highlight the risks of misinterpretation, the ethical concerns surrounding the use of genetic data, and the potential for reviving eugenic ideologies. We argue that only a careful and responsible integration of genetic insights can support equitable solutions to educational inequality.