Project-Based Learning (PBL) oriented toward sustainability, particularly in electromobility and energy efficiency, provides undergraduate engineering students with a hands-on framework to strengthen critical thinking, problemsolving, and collaborative skills. As part of the learning experience, students work in teams to investigate how the technologies explored in these disciplinary areas can positively impact the environment and the management of natural resources. The development of functional prototypes, including electric vehicles, energy-saving devices, and photovoltaic applications, serves as an effective strategy to connect theoretical knowledge with real-world challenges. This approach not only reinforces technical competence but also cultivates social responsibility, ethical awareness, and a sustainability-oriented mindset. Using the Vallaeys Social Responsibility Management Model and a pre-test/post-test statistical analysis, we evaluated the impact of this PBL intervention on a group of Mechatronics Engineering undergraduates. Results show significant improvements across the three assessed dimensions: sustainability knowledge management, ethics management, and community social responsibility; indicating a positive shift in students' perceptions following the project experience.
