The work of an engineer involves the conceptualization, design, and implementation of new and improved artifacts. However, what sets engineering apart from other professions is the direct responsibility of engineers to think critically and design innovative solutions to solve complex problems in social systems. Unfortunately, the solutions often do not consider the dynamics of the environment or the cultures that will receive them, leading to obsolescence due to the lack of technical knowledge of maintenance and repair. This exacerbates the disruptive power of technology in culture and society, leading to a gap in engineering education that needs to be addressed. Critical theories attempt to reformulate the teaching and practice of engineering in social-environmental contexts of vulnerability, utilizing systemic models to anticipate solutions based on possible scenarios. However, these theories do not consider the mental models of professional engineers, relying mostly on educational studies. To address this gap, this article explores a novel approach to the problem of sustainability mindset in engineering by understanding the characteristics and structures of engineering systems of practice and conveying it through causal loop diagrams. The results identify causal loops that reinforce or affect the application of sustainable practices, which can be used as leverage points within the systems of practice structure to improve the performance and interest of engineering students in sustainable development endeavors and promote more professionals working with a sustainable mindset.
