The integration of sustainable development in higher education is increasingly recognised as a priority for a growing number of universities, nonetheless, barriers for change remain and particular attention should be given to the success factors fostering an effective integration. The present contribution analyses the extent to which a professional development programme, aimed at engaging and empowering faculty, has positive effects to integrate sustainable human development principles into existing courses of engineering. Specifically, the research focuses on the effects of the integration of sustainable human development in new teaching modules in a subject of basic engineering science, implemented in regular courses of the first year of the degree in engineering. The methodology includes i) a standardised test to assess sustainability literacy of the students; ii) a focus group conducted with the students of the engineering courses involved in the initiative; and iii) an in-deep interview conducted with the academic coordinator of the subject analysed. The results of the present case study highlight the relevance of professional development programmes addressed to academics with regard to the integration of sustainability principles specifically in formal science disciplines. The conclusions highlight relevant insights from the case study that are useful for supporting further integration of sustainable development in engineering disciplines.