Conventional or parochial way of education is now part of the past in the modern times as education for sustainable development has taken over aggressively. This way of education allows every human being to acquire knowledge, skills, attitudes and values necessary to shape a sustainable future and includes key sustainable development issues into teaching and learning; climate change, disaster risk reduction, biodiversity, poverty reduction, and sustainable consumption. In fact, sustainable education requires participatory teaching and learning methods that motivate and empower learners to take action for sustainable development. As nations turned their attention to education in the 1990s and the new millennium, they have made much progress in basic education. In fact, enrollment rates in primary education are rising in most regions of the world. Also, enrollment of girls has increased faster than that of boys, which is helping to close the gender gap evident in so many countries. Promoting critical thinking, imagining future scenarios and making decisions in a collaborative way were and have been their areas of basic focus. Contrary to this phenomena, the current level of basic education in many states is too low, severely hindering national plans for a sustainable future. Education for sustainable development requires far-reaching changes in the current way of education. The content and years of basic education in Pakistan differ from other several states around the world. The primary school in the country is considered basic education and focuses on reading and writing. Undoubtedly the impact of little or poor-quality education severely limits the options available to Pakistani nation for developing its short- and long-term sustainability plans. Some authors consider sustainable development as a guide which is always present in the background and which gives direction when looking for solutions of sustainability issues. Therefore, existing adjectival educations can be used as an entrance to approach issues of sustainable development. Environmental education emphasizes environmental problems, but if teachers have the intention to take the issue of sustainable development seriously, they need to come up with a serious consideration. Simply increasing basic literacy will not advance sustainable society. Indeed, if the official quarters and people hope to identify sustainability goals and work toward them, they must focus on skills, values, and perspectives that encourage and support public participation and community decision making. To achieve this, basic education must be reoriented to address sustainability and expanded to include critical-thinking skills, skills to organize and interpret data and information, skills to formulate questions, and the ability to analyze issues that confront the people in the country.