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One of the main goals at our university is human flourishing which we define as the path each person follows to become a better version of themselves. It includes a sense of purpose and commitment to leave the world better than we found it. Our university is dedicated to advancing the sustainable development of our society. A key element is to educate professionals conscious about the global challenges and motivated to improve their context utilizing their disciplinary knowledge and skills to address the Sustainable Development Goals (SDGs). The purpose of this study is to identify and quantify the compulsory engineering courses that formally address SDGs and engage students in applying their disciplinary competencies in real-world contexts, resulting in positive social impact. Mapping these efforts will enable the measurement of their impact and the recognition of initial outcomes. This study presents an approach of formal integration of social perspective in the engineering curriculum of our engineering programs and analyses its impact in terms of students involved, number of courses, SDGs addressed per course, collaboration with Educational Partners, and some examples of the implemented challenges. 20,000 undergraduate engineering students distributed in 18 engineering programs participate in compulsory courses with humanistic outlook along their studies. Overall, 120 courses are dedicated to addressing challenges with social impact. All 17 SDGs are included in these courses, generating challenges and reflection processes in the students. Through these experiences, our students discover their potential to be change agents in the exercise of their profession.
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