This paper presents and analyses the main characteristics of successful experiences of Development Education (DE) introduced in two major Spanish Technical Universities (Technical University of Catalonia, TUC, and Technical University of Valencia, TUV) during the nineties and the beginning of the twenty-first century. In this paper, after a brief presentation of DE concept evolution and its links with sustainable development and education for sustainability, a classification of different instruments that the University uses to push DE activities is presented. This proposal is based on the conclusion of the Spanish Committee of University Co-operation for Development (CEURI), re-elaborated by the authors of this paper. After the overview of instruments, the main characteristics of four strategies developed in the two Universities referred to above are presented and discussed. These initiatives illustrate the feasibility and great potential of DE activities for introducing non-technical issues in engineering education. The initiatives highlighted are: Ethical codes such as the Ethical Code of the School of Industrial Engineers of the Technical University of Valencia; Training of faculty/lecturers and teaching innovation groups such the GREVOL group of Technical University of Valencia and the Interest Group of Collaborative Learning of the Technical University of Catalonia; Free elective courses in bachelor/master studies dedicated to international development aid and technology for human development as well as promotion of end of grade works and projects in the three universities; Student mobility programmes in coordination with technological-focused Non-Governmental Development Organisations, such as Engineering without Borders Spanish groups, which are present in the two universities.

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