Sustainable development (SD) is a great global commitment in economic, social, and environmental terms of the century XXI. This model integrates conventional developmental models that seek economic growth, but at the same time encourages human development, all within the framework of respect and sustainable use of natural resources. This integrative work is a challenge that must involve all levels of society. Higher education is not out of this line, since universities must strive for knowledge, research and innovation to achieve or at least promote sustainable development. For achieving this, there is a model called Education for Sustainable Development (ESD). Environmental engineering is a branch of engineering that seeks through the technique to solve environmental problems that involve engineering development. ESD has become an indirect measurement instrument for the inclusion of SD in curricula, which demonstrate how up-to-date the study plan is. With this research, based on a systematic literature review (SLR), it was sought to answer some research questions about the degree of inclusion of ESD in the environmental engineering curriculum and to recognize the success stories that are documented in the Science Direct, Scopus, and ERIC databases. It was possible to identify, among other things, the most promoted competencies within ESD and the techniques and tools used by universities to promote SD in this engineering curriculum.