This article elucidates a nuanced methodology to embed the Sustainable Development Goals (SDGs) within engineering curricula, grounded in the tenets of the CDIO Standard 3 framework. Given the heightened emphasis on sustainability within contemporary industrial contexts, there is an imperative demand for engineers endowed with sophisticated technical understanding and an unwavering allegiance to sustainability paradigms. Venturing into this interstice, our research leverages a rigorous mixed-methods paradigm, meticulously analyzing prevalent engineering syllabi complemented by a profound literature review. The emergent pedagogical model adroitly amalgamates SDG tenets with engineering didactics, predicated upon a robust interdisciplinary foundation. Such a stratagem accentuates pragmatic problem-solving undergirded by ethical imperatives, equipping graduates to traverse intricate global dilemmas adeptly. The treatise delves into the inherent complexities of harmonizing profound technical depth with interdisciplinary breadth and the mutable nature of skills prerequisites. Additionally, it showcases seminal case studies that epitomize heightened student engagement and curriculum excellence through SDG integration. This discourse contributes to the sustainable education canon, proffering cogent insights for educators, curricular architects, and policy delineators. It culminates in advocating for an engineering-pedagogical paradigm where sustainability is innately interwoven, thereby priming emergent engineers to champion sustainable technological innovations. [For the complete proceedings, see ED672800.]