The present study aims to design a curriculum renewal model for engineering education based on the principles of Education for Sustainable Development (ESD). This applied research employs a synthesis-based approach and a qualitative meta-synthesis methodology, which goes beyond summarizing findings by integrating and deeply interpreting data to provide a comprehensive understanding of the research topic. Data were analyzed using qualitative content analysis.The findings indicated that, at the data synthesis stage, three axial codes—the effective competencies of faculty members, foundational capabilities of engineering students, and the university’s fundamental and institutional capacities—serve as antecedents for curriculum renewal grounded in ESD. Key processes of renewal included redefining philosophical orientation and goal-setting, designing and redesigning structural and content elements, transforming teaching–learning strategies, implementation, monitoring, revision, and institutionalization. Outcomes were categorized at three levels: individual and educational, organizational and social, and environmental and economic.Overall, the results suggest that integrating ESD into engineering education is no longer optional but a global imperative. This integration enables universities to align with the United Nations’ Sustainable Development Goals, ensures the preparation of future engineers, and equips them to address the complex social, environmental, and technological challenges of the twenty-first century.