This research aimed to develop and evaluate the appropriateness of a model for the sustainable development of learners’ 21st-century skills in performances to promote equal education (SDG4). The sample group was selected through purposive sampling, consisting of seven experts in the fields of performances, music, dance, education, measurement and evaluation, or other related disciplines, each with at least two years of teaching experience. The research instruments used were a semi-structured interview form and an appropriateness and feasibility assessment form for the application of the model. The statistical tools used for data analysis were mean and standard deviation. The research results found that the model for sustainable development of learners’ 21st-century skills in performances to promote equal education (SDG4) effectively enhanced learners’ creativity, communication, collaboration, and social responsibility. The learning process emphasized learning by doing and reflective thinking, consisting of the following key components: 1) The background and rationale of the learning model; 2) The components of the model, including its principles, objectives, and six instructional steps; Step 1: Introduction to the lesson; Step 2: Reading and interpreting the script; Step 3: Individual practice of emotional expression; Step 4: Group practice integrating body movement and emotional expression; Step 5: Rehearsal and performance presentation and Step 6: Reflection and conclusion. 3) Direct and indirect support, including environment, attitudes, and motivation 4) Assessment and evaluation and 5) Implementation methods of the model. The evaluation of the model’s appropriateness indicated an overall mean score of  = 4.25, S.D. = 0.60, which corresponds to a high level of appropriateness. Each aspect of the model was rated highly appropriate, as follows: Aspect 1: Principles and fundamental concepts (  = 4.33) Aspect 2: Objectives (  = 4.19), Aspect 3: Learning activity process (  = 4.24), Aspect 4: Evaluation process (  = 4.24), Aspect 5: Model implementation (  = 4.19), Aspect 6: Learner outcomes (  = 4.36). In overall, the findings suggest that the developed model is highly appropriate and practically applicable for promoting sustainable performance education aligned with SDG4: Quality and Equal Education..