Sustainable education is key to advancing environmental awareness and global responsibility. Institutional procedures can provide pressure points and opportunities to help foster the mainstreaming of sustainable development. This study aims to analyze how higher-level educational institutions influence environmental awareness and global responsibility in engineering students by evaluating the perception and knowledge of sustainability issues in three universities with different educational systems. This study considers the results of a questionnaire from a sample of 620 industrial engineering students from a Higher Education Institution in northern Mexico. The application of the instrument was random among students from the fourth to ninth semester. The survey included items on demographic aspects, behavior, knowledge, attitudes, and how the educational institution fosters sustainable practices. Only 16% understand sustainable development in the three axes, and 50% recognize that they play an essential role in promoting a sustainable culture. The results show that students do not clearly understand the scope and environmental benefits of implementing, creatively and assertively, environmental innovation through savings and optimization in the matter, time, and natural resources. The findings offer an opportunity for educational institutions to raise awareness and incorporate new measures and strategies to implement sustainability among their students.