Education for sustainable development domain is considered as the dominant discourse in global educational debate in academia, national and international development policies, private sector and political affairs to achieve global sustainable development objectives for people and planet. This effort is also contributing in the domain of education from sustainable development perspective and from a multidisciplinary approach and methods. Keeping the dynamic context of south especially Pakistan for the sustainable development, this study contributes in enhancing understanding through research evidence on relationship between education and sustainable development from its three different dimensions of social, economic and environment. This study follows a principled approach, started from a policy review, conceptual understanding, exploring the general domain education for sustainable development and finally focusing on special context and issue to justify the critical questions of this research domain. Therefore, all chapters are arranged in this order to create a logical sequence to answer questions of this research. Is education for sustainable development still relevant in the discourse of education? What methodology advocates education for sustainable development? Is education for development still a robust approach to achieve global objectives for sustainable development? These questions are hypothesis than questions. First chapter is about the review of education policy in Pakistan, second chapter discuss the concept of education for sustainable development. Third and fourth discuss about sustainable development third dimension of environment. Chapter five and six are addressing specific Pakistan’s context of SDGs especially SDG4. Final chapter is about the methodology used in the study. Thesis explored multidisciplinary approach in methodology to create a wider understanding and contribution in the discourse of education for sustainable development. Content analysis, comparative analysis, REDOC, system dynamics, desk review, T21 and iSDG modeling and scenario building etc are key methods adopted in study. Conclusive conclusion is consolidated here thesis that effective, well planned policies does not guarantee proper implementation. Most of the previous policies, plans, projects faced challenges to achieve set targets. Environmental challenges especially climate change can be addressed through comprehensive reform in curricula of primary to higher level studies. Apart from this, teacher training, basic facilities and community involvement can enhance and scale up the achievement of targets in SDGs. Robust modeling can well equip policy makers in robust decision making for educational objectives achievement.