Values-based programs are crucial for embedding sustainability, ethical responsibility, and social justice into education. As the world grapples with complex environmental and societal challenges, Education for Sustainable Development (ESD) plays a vital role in equipping learners with the knowledge, skills, and attitudes needed to build a sustainable future. At Kenyatta University, a leading institution in the region and home to the United Nations Educational, Scientific, and Cultural Organization chair for ESD, there is a growing emphasis on integrating ESD into teaching and learning. However, capacity gaps among faculty have hindered widespread adoption. Educators who have undergone Earth Charter training have demonstrated innovative approaches, including curriculum redesign, collaborative development of guidelines for mainstreaming ESD and GCED, and active engagement in values-driven educational initiatives. Despite these advancements, the broader integration of ESD across disciplines remains limited, necessitating further exploration of educators’ perspectives and experiences. This paper examines the status of ESD implementation at Kenyatta University through document analysis and consultative dialogues. By reviewing institutional policies and educators’ narratives, the study highlights both the challenges and successes in mainstreaming ESD. It also underscores the role of teacher trainees as change agents and explores strategies to leverage student-led initiatives and technology to enhance ESD programs. The findings aim to inform future efforts to foster a culture of sustainability and lifelong learning in higher education.