Restoring public trust in education is fundamental to preparing future-ready citizens who can participate effectively in the knowledge economy. This study examined the role of education leadership, governance and policy reforms in promoting sustainable educational development in Bakassi Local Government Area of Cross River State, Nigeria. Specifically, the study sought to: (1) examine the influence of educational leadership on sustainable educational development; (2) assess the effect of governance practices on the quality and accessibility of education; and (3) determine the extent to which educational policy reforms contribute to preparing learners with skills required for the knowledge economy. The respondents comprised teachers, school administrators, education officials and parents within Bakassi Local Government Area. A cross-sectional correlational survey design was adopted. The study used a structured questionnaire to collect data from the respondents, while descriptive statistics and inferential statistical techniques were employed for data analysis. Findings indicated that effective educational leadership significantly enhances teacher commitment, accountability, instructional supervision and students’ learning outcomes. The study further revealed that transparent governance, stakeholder participation, effective resource management and accountability are essential for rebuilding confidence in educational institutions. It also found that relevant policy reforms, particularly those addressing teacher development, digital literacy, infrastructure and curriculum relevance, are critical for developing future-ready citizens. The study recommends: first, strengthening leadership capacity through continuous training and performance-based accountability; second, promoting transparent and participatory governance involving teachers, parents, communities and other stakeholders; and third, implementing sustainable policy reforms that prioritize digital skills, teacher professional development, adequate infrastructure and curriculum innovation. The study concludes that restoring trust requires responsive leadership, accountable governance and consistent policy implementation.