It is becoming increasingly clear that education is a strategic tool of promoting democratic participation and sustainable development within the Asia-Pacific region. The Education for Sustainable Development (ESD) Framework is anchored on the Social Learning Theory (SLT), Civic Engagement Theory (CET), and established the connection between the practices of college teachers and their influence on the civic engagement and orientations of students towards sustainable social development (SSD). Based on the data of 300 undergraduates, who were studied using descriptive statistics, multiple regression and structural-equation modelling, the research hypotheses were as follows: (H1) teacher democratic practices-civic participation; (H2) civic participation-sustainable social development; and (H3) civic participation mediates the teacher-practice/SSD relationship. Results showed that democratic and reflective teaching practices were a strong predictors of civic participation (β = 0.63, p < 0.001) and that civic participation was a very strong predictor of SSD (β = 0.52, p < 0.001). The partial mediation (indirect β = 0.33, p < 0.001) was established using bootstrapped mediation analysis, which shows that civic experiences of students are some of the major channels through which pedagogical practices foster sustainability orientations. The integrated SLT-CET-ESD model has a high fit (CFI = 0.95, RMSEA = 0.056) and explained 47% and 40% of the variance in civic participation and SSD respectively. The findings make teacher practices central micro-level processes that bring macro-level sociocultural change. This research builds upon the existing theory by empirically connecting educational behavior modelling, participatory efficacy, and sustainability competency in the same structural framework, which addresses the research gap of civic education in Asia-Pacific higher education. The policy implications are focused on the professional development of democratic pedagogy, the curriculum that includes civic-service learning, and institutional measures that relate the instructional practice to the UN SDG 4.7 goals.