At the UN Summit in New York 2015 it was agreed that a sustainable development of theplanet is essential to strengthen universal peace in a broader capacity. On that basis, a call was madeto all nations to achieve this through the 2030 Agenda. The issue is a complex one, as is evident fromits 17 Sustainable Development Goals (SDGs) and their interwoven interaction. Engineering plays aleading role in achieving the great majority of the SDGs. For this reason, engineering education shouldfocus its efforts on training engineers to be active agents of sustainability in the world. Our researchquestion is, in fact, how the engineering higher education institutions around the world are deployingthe 2030 Agenda. To answer it, we carried out a systematic review of the literature regarding SDGsand engineering schools in the Scopus and Web of Science (WOS) databases. We applied PRISMA(Preferred Reporting Items for Systematic reviews and Meta-Analyses) methodology and, as a result,22 papers were thoroughly studied. The results showed a consensus on the need for collaborationamong the different stakeholders to achieve the desired degree profile of responsible engineers.Proposals to ensure this are diverse. They range from changes in curricula and competencies to avariety of teaching–learning strategies. Finally, future lines of research are identified from this study.