<p>The study examines the incorporation of Education for Sustainable Development (ESD) into educational curricula using a student-centered, bottom-up approach in three consecutive studies. The preliminary investigation consisted of 18 participants who produced 76 statements pertaining to sustainable development education, which were then classified into four distinct clusters. In the second study, the sample size was increased to 380 participants. An exploratory factor analysis was conducted to identify six essential components of sustainable development learning. The third study, consisting of 252 participants, employed Partial Least Squares (PLS) structural equation modelling to authenticate the model derived from the component analysis, thereby affirming the presence of the six fundamental constructs. Participants assessed the significance of ESD statements and reported how often they came across them in real-world situations. The research highlights the significance of hands-on learning and student engagement in sustainability education, providing practical insights for designing curricula and developing policies to promote a more sustainable future. The study's innovative use of concept mapping, sequential design integration, and cross-validation creates a robust mixed methods approach that advances mixed methods research.</p>