An invitation to address a school’s Annual Day can sometimes leave the speaker with as much to reflect upon as the students. That was my experience at Maharani Gayatri Devi Girls’ School in Jaipur, which I recently visited as Chief Guest. Its distinguished standing in EducationWorld’s 2026–27 rankings seemed amply justified by what I witnessed; an atmosphere in which intellectual curiosity, confidence and the happiness of learning were visibly reinforcing one another.

The school had embraced the United Nations Sustainable Development Goals as its annual theme. Displays, projects and conversations reflected an enthusiasm that had travelled well beyond the classroom. Children were explaining ideas, presenting their work and, I suspect, educating many parents along the way. An international development framework had become something they could discuss with confidence and relate to their lives.

Their engagement prompted a personal question; how much had I consciously done to advance these goals, and what more could I encourage before 2030? My years in disaster management as Member NDMA had involved work closely connected with sustainability. Yet the students reminded me of the value of periodically refreshing our understanding and examining how broad commitments translate into everyday choices.

Adopted by United Nations member states in September 2015, the 17 SDGs form the core of the 2030 Agenda for Sustainable Development. They encompass poverty, hunger, health, education, gender equality, water, energy, employment, infrastructure, inequality, sustainable communities, responsible consumption, climate, oceans, terrestrial ecosystems, institutions and partnerships. Together, they connect human well-being, economic opportunity and environmental protection.

Their appeal lies partly in that connection. A child examining food waste can discover questions about hunger, farming, household expenditure and the resources used to produce a meal. A drinking-water project can lead to an understanding of health; infrastructure and the time families spend securing water. Sustainability becomes easier to grasp when its relationships are visible.

More than a decade after the goals’ adoption, there is scope to deepen their place in education. Jaipur offered an encouraging example of what can be achieved. Awareness and regular renewal of knowledge deserve attention across our institutions. Students should have opportunities to investigate how the goals relate to their surroundings, with teachers helping them move from enthusiasm to understanding.

The SDGs embody a noble ambition. Thoughtful engagement also requires judgement. NITI Aayog’s explanation of the framework recognises differing national realities, capacities and development priorities. India’s participation involves applying these aspirations to its circumstances. In environmental discussions, students should learn to examine historical responsibility, access to finance and technology, and the needs of societies still overcoming deprivation. Fairness matters in how responsibilities are distributed and how progress is assessed.

India already has an institutional foundation through NITI Aayog’s coordination and its SDG India Index. Such monitoring helps organise evidence and identify priorities. Education can add public understanding to that process. A young person who investigates water availability or school attendance begins to appreciate what an indicator describes, what it might overlook and why improvement requires cooperation.

The new Nalanda University campus offers a practical illustration. Developed as a net-zero green campus, it brings together solar generation, water treatment and reuse, water bodies, waste management and resource-conscious design. The university describes its approach through net-zero energy, emissions, water and waste. The significance lies in planning these systems together.

These terms concern different balances. Net-zero energy broadly seeks to balance operational energy use with renewable generation over a defined period. Water conservation, harvesting, treatment and reuse reduce dependence on fresh supplies; waste systems seek recovery and useful reuse. Emissions require their own accounting. The approach depends on measurement, maintenance and continuing operational discipline.

For students, such a campus can become a living classroom. They can ask where electricity comes from, how wastewater is treated and why building design affects cooling demand. Visits and explanations can connect science with economics and management. Schools can apply these principles through simple measures; conserving water, reducing electricity use and segregating waste.

Meaningful projects can begin modestly. Students might identify leaking taps; record waste generated in a week or examine whether everyone can use school facilities comfortably. They could establish a starting condition, suggest an improvement and return later to see what changed. The experience teaches them to distinguish an activity from an outcome. Planting saplings begins a task; keeping them alive requires sustained care.

The economic questions are equally instructive. Energy savings involve initial investment and subsequent benefits. A water system needs maintenance and someone responsible for it. Waste reduction may require changes in purchasing and everyday habits. Learning to consider costs, incentives and upkeep can help develop the judgement that future entrepreneurs, professionals and administrators will need.

Resources vary greatly between schools. A notebook, patient observation and a useful question can provide a starting point. Teachers need support, accessible materials and freedom to adapt projects to local conditions. Students should be able to discuss findings in familiar languages. Success should reflect learning and continuity, with room for experiments that reveal unexpected difficulties.

As Governor of Bihar and Chancellor of its 17 state universities, I returned from Jaipur keen to encourage this learning culture among our own young people. Water and flood resilience, nutrition, education, livelihoods and resource use offer immediate subjects. Universities could support schools through mentorship, teacher engagement and help with simple investigations. My ambition is to enable young people to understand how their initiative can contribute to Bihar’s future.

Elsewhere, priorities will differ. A coastal school might study marine litter, an urban school heat and transport, and a rural school soil or agricultural waste. Common goals allow different local enquiries. Businesses, alumni and public agencies can contribute expertise, while families bring knowledge of seasons, conservation and coping with adversity. Children’s questions can draw these generations into conversation.

Participation should remain purposeful and proportionate. Students need time to investigate, make mistakes and revise conclusions. Their work can contribute useful ideas while public authorities and institutions retain responsibility for services. The educational opportunity lies in developing curiosity, cooperation and an understanding of how decisions are made.

The 2030 deadline should sharpen attention to what can still be achieved. The responsibility for sustainability will continue beyond that year, as will the habits acquired by today’s students. Their choices will influence workplaces, enterprises, public institutions and households for decades.

I left MGD with admiration for its leadership, staff students, and a renewed sense of my own responsibility. Their enthusiasm demonstrated how a global agenda can enter everyday learning. We should give more children the opportunity to observe their surroundings, understand the connections and act with care. Learning to live sustainably is preparation for the world they will inherit—and for the responsibilities they will exercise within it.