Purpose The transition to a low-carbon economy requires not only technological advancements but also changes in behaviors, consumption habits and workforce skills. This study aims to explore engineering students’ perceptions of the development of sustainability competencies within the context of Education for Sustainable Development (ESD), conducted in a project-based learning (PBL) environment. Design/methodology/approach The research examines two groups of production engineering students: beginners (PSP1) and advanced students (PSP5). Using Q methodology, the study identifies the competencies considered essential for addressing sustainability challenges. Findings The PSP1 group, new to PBL and sustainability topics, did not display consensus, indicating an early stage of learning. The PSP5 group revealed three distinct perspectives: integrated problem-solving, emphasizing technological innovation and systemic thinking; normative competencies; and anticipatory competencies, highlighting proactive and continuous actions toward a sustainable future. Across these perspectives, the domains of “knowing” and “being” were more prominent than “doing,” reflecting a theoretical and ethical orientation among students. The findings suggest that the study context may have provided opportunities for critical thinking, collaboration and ethical engagement. However, the limited emphasis on the “doing” domain suggests structural barriers within the Brazilian education system. Originality/value This study reinforces the importance of integrating ESD into engineering curricula, promoting interdisciplinary approaches and conducting longitudinal tracking of students to understand the evolution of their competencies. It contributes to preparing future engineers as change agents aligned with contemporary sustainability challenges, emphasizing the need to deeply embed sustainability into engineering education.
d’Escoffier et al. (Thu,) studied this question.