One of the most important issues in modern society is probably how to protect the Earth's resources while also promoting economic growth and social well-being for the world's growing population. Sustainable development (SD) is a term that has been used to describe this important project. In the last few decades, people all over the world have agreed that international laws are the best way to deal with sustainable development (SD). Education for Sustainable Development (ESD) has been used as a way to solve the problems of sustainability in a planned way. But the current conversation about Education for Sustainable Development (ESD) lacks empirical data. This means that decisions and strategies for implementation are mostly based on policy ideas and the intuition of practitioners. Students who are currently enrolled in government schools are the main focus of this study. A group of 1,000 kids from different schools was chosen because it was easy to do so. Students were given surveys to fill out so that their thoughts could be used to evaluate the effectiveness of sustainability education programs in schools. The poll was given to about 1,000 students as a sample to find out how well Education for Sustainable Development (ESD) works. In line with the ongoing discussion about how Education for Sustainable Development (ESD) should be thought of, this study wants to find out how much teaching methods can be described as holistic and/or pluralistic. Our research shows that implementing ESD can have a big effect on how students turn out, especially in terms of how aware they are of environmental issues. This result comes from a thorough look at descriptive analyses and how structural equation models are used. The results of this study show that Education for Sustainable Development (ESD) is one of the most important ways to deal with Sustainable Development (SD) and help move toward a more sustainable future.