Innovation with a Sustainability Vision in Engineering Education: A Systematic Review

Engineering education prepares graduates to face complex environmental and societal challenges. This involves the intersection of sustainability and innovation. Integrating these agendas is therefore necessary, and this involves identifying specific elements that have not yet been explored. To examine this relationship, a systematic literature review was conducted using an adapted PRISMA 2020 approach appropriate for a bibliometric and thematic systematic review, through four research questions related to knowledge production, pedagogical methods, innovation outcomes, and reported results. The PRISMA phases were adopted using the SCOPUS and ERIC databases. This yielded three clusters: innovation, sustainability, and engineering education. Student-centered pedagogies have also been identified as an explored opportunity to enhance innovation skills aligned with sustainability objectives. However, this incorporation involves many elements to explore, including the connection between innovation outcomes and sustainability impact. This context involves both development and the relationships among individuals, institutions, and ecosystems. This requires managing diverse visions, languages, and cultures, which highlights several challenges: long-term impacts, mindset development, contextual influences, pedagogical strategies, research–practice alignment, stakeholder communication, and faculty preparation. Overall, the findings show progress but reveal challenges across approaches and contexts. This is because sustainability-driven innovation in engineering education requires coordinated curricular, institutional, and ecosystem-oriented strategies to support learning and strengthen contributions to sustainable futures.