<p>This study examines the effectiveness of mobile application–based instruction in fostering fifth-grade female students’ knowledge and attitudes toward sustainable development within the Social Studies curriculum in Oman. Utilizing a quasi-experimental design, the research involved two groups: an experimental group (<i>n</i> = 30) that received instruction through structured mobile learning applications, and a control group (<i>n</i> = 30) that received traditional classroom teaching. Two instruments were developed and validated by the researchers: the <i>Sustainable Development Knowledge Assessment Test</i> and the <i>Sustainable Development Attitude Scale</i>. The findings revealed statistically significant differences favoring the experimental group across all measured domains, indicating that mobile learning significantly enhanced both conceptual understanding and positive attitudinal dispositions toward sustainability. The interactive, visual, and participatory features of mobile applications contributed to greater learner engagement and motivation. These results underscore the pedagogical value of mobile technologies as effective tools for advancing <i>Education for Sustainable Development</i>. The study further aligns with the objectives of Oman Vision 2040, emphasizing innovation, environmental stewardship, and sustainable learning practices.</p>