The Spanish Royal Decree 822/2021 has laid the foundation for incorporating Sustainable Development Goals (SDGs) training into the curricula of various degree (bachelor and master) programs. In recent years, the Higher Technical School of Industrial Engineering at the Universitat Politècnica de València (Spain) has made a significant effort to integrate SDG education into the courses it offers. This is evidenced by the numerous innovative teaching projects developed along these lines. At the program level, coordination focuses on ensuring that all or most of the SDGs are addressed, while at the course (or subject) level, SDG training requires identifying content that can naturally incorporate SDG-related work.

This paper focuses on the course "Energy Technology" in the Bachelor's degree in Industrial Technologies Engineering. This is a fourth-year course where students study various technologies for energy production. To achieve a meaningful integration of SDGs in the course, it is necessary to identify the content and activities that can be redesigned to highlight and strengthen the focus on sustainable development. In the first phase of this work, a detailed characterization of the course content is carried out, which is then linked to specific SDGs and their targets. Linking content to targets is essential for achieving a robust and effective integration, as it provides the level of detail students need. Once the content and its relation to the targets are identified, the second phase involves redesigning certain activities and proposing new ones to reinforce the alignment of content with the targets and goals. Concrete examples are provided to illustrate how this alignment can be achieved through activities.

In the third phase, various alternatives for incorporating SDG education into the course assessment are explored. It is undeniable that students pay more attention and effort to content and activities that are later evaluated. Therefore, to address the issue of SDG alignment with courses, it is imperative that the SDGs are included in the assessment. This opens up various possibilities, such as linking SDGs with soft skills to leverage synergies between both. One possible approach involves designing project-based assessments where students must evaluate real-world energy challenges through the lens of sustainable development. Additionally, case studies and problem-based learning can serve as valuable tools to enhance students' understanding of how energy technologies impact different aspects of sustainability, including environmental, social, and economic dimensions.

Finally, continuous improvement and feedback mechanisms must be implemented to ensure that SDG integration remains relevant and effective. Periodic reviews of course content, student feedback surveys, and faculty discussions can help refine the approach over time.

Keywords: Bachelor degree, Energy Technology, Sustainable Development Goals.