Sustainability plays an essential role in training engineers to meet contemporary challenges, as they are responsible for designing products that must consider the sustainable origin of inputs, ease of transport, energy efficiency, and customer requirements and generate the lowest possible level of waste during the recycling process. The research problem is how sustainability can be effectively integrated into engineering curricula, and which technologies? In order to answer this question, the aim was to analyse the integration of sustainability into engineering education, identifying its integration into curricula and proposing technologies to aid this process of inclusion. To achieve the proposed objective, the study's methodology is a bibliographic review on the Web of Science (WOS) platform, in order to identify the recurrences of the integration of sustainability premises with engineering teaching, in a bibliographic review and bibliometric analysis on the Scopus database, focusing on innovative approaches and emerging technologies. The results indicated a significant growth in publications since 2020, especially after the COVID-19 pandemic. Between 1990 and 2024, 4053 documents were identified, of which 1671 were scientific articles, highlighting areas such as engineering (2396 publications) and computer science (989 publications). The most active countries were the USA and the UK. The findings show that practices such as the circular economy, eco-design and product-service systems (PSS), combined with the use of Industry 4.0 technologies (IoT, big data, blockchain), promote the development of curricula that are more aligned with sustainability. These practices offer tools for designing innovative and responsible solutions, using artificial intelligence for life cycle analysis, simulations and personalisation of teaching. In addition, the data highlights the need for curricula that train engineers to address social and environmental impacts from the earliest stages of projects, promoting a holistic and sustainable vision. This is followed by a pedagogical proposal based on project-based learning in engineering education, which involves integrating teaching with the development of real projects in all their phases, and culminating in a proposal to use artificial intelligence tools in the process of integrating sustainability into the development/learning phases of product design. Artificial intelligence comes in as a point of analysis, as well as a look at sustainability, among the TRLs, whether as a scientific search tool or tools for predicting the use, reuse and disposal of the product, even if it is still at the idea, research, technology, proof of concept, prototype, validation or production level. In this sense, a more effective engineering education, contextualised with the world and consciously sustainable, is fundamental.
