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Considering the relevance of education for sustainable development (SD) to enhancing engineers’ abilities to contribute towards sustainability-related issues, this study aims to help understand the global context of the insertion of SD into engineering education and to provide guidelines to further evolve research and efforts towards implementing Engineering Education for Sustainable Development (EESD).

This study performed a longitudinal analysis using bibliometrics and a content analysis via Conceive–Design–Implement–Operate standards. SciMAT software was used to support the bibliometric analysis.

In addition to an increase in the practical aspects presented due to a change in the approaches taken to examine key topics, evidence on important concepts such as “life cycle assessment” and “digitalisation” increased in more recent years. However, it was possible to show that, despite the evolution observed throughout the years, several important opportunities exist for engineering programmes to improve and, for researchers, to fill the related gaps in the research.

This study can be used as a guide for future research and as a source of insights for EESD implementation and improvement.