Gulf Cooperation Council (GCC) countries are undergoing rapid economic transformation driven by oil and gas development, which has significantly improved infrastructure and global standing. However, this growth has also intensified environmental and social pressures, creating an urgent need for education systems that embed sustainability principles. In response, this chapter proposes an interdependence model for sustainability education that can guide universities across the GCC in integrating systems thinking, interdisciplinary collaboration, and stakeholder engagement. Using a qualitative approach grounded in secondary data analysis, the chapter examines academic literature and policy frameworks to explore how this model can address current gaps. The interdependence model emphasizes the importance of understanding the dynamic interactions between environmental, economic, and social systems. It enables students to move beyond siloed knowledge by fostering interdisciplinary learning that blends environmental science, economics, and public policy. Through partnerships with industries, governments, and local communities, the model also encourages experiential learning, helping students apply theory to pressing challenges such as water scarcity and energy management. Long-term and intergenerational thinking is central to the model, equipping learners with the ability to forecast sustainability impacts and design inclusive, forward-looking solutions. While the model presents a promising framework for transformation, its implementation remains constrained by discipline-based academic structures and resource limitations in some universities. To move forward, institutions should adopt integrated curricula, invest in faculty development, and build strategic partnerships with policymakers and the private sector. Ultimately, this model offers a practical, regionally relevant pathway for embedding sustainability into higher education and preparing future leaders to navigate complex sustainability challenges.