Society 5.0 proposes a new paradigm of progress in which technological development—particularly Artificial Intelligence (AI) and the Internet of Things (IoT)—is intentionally directed toward solving social challenges and promoting human well-being, equity, and sustainability. This vision transcends mere digital transformation, positioning ethical reflection and inclusive development at the core of technological innovation. In this context, and in line with UNESCO's principles that recognize education as a common good, redefining engineering education through technically robust, ethically grounded, and socially engaged models becomes urgent.

This paper presents an educational model inspired by the Aula Sustentable (Sustainable Classroom), an experimental, real-life learning environment designed and implemented at a public university in Mexico. This space serves as a prototype for the educational infrastructure of the future, integrating sustainable technologies such as photovoltaic systems with lithium-ion storage, IoT-based energy monitoring, motion-sensitive LED lighting, and rainwater harvesting systems. The Sustainable Classroom is conceived as both a teaching space and a living laboratory where engineering students confront real-world challenges, apply theory in practical contexts, and co-design solutions aligned with sustainability and energy transition principles. Building upon this experience, the proposed model draws from the STEAM framework (Science, Technology, Engineering, Arts, and Mathematics), conceived not merely as a pedagogical strategy but as a civilizational approach that connects innovation with ethical responsibility.

The model is structured around three key pillars:
(a) Multidisciplinary learning;
(b) Project-based learning; and
(c) Engagement with industry and society.

The contributions of key authors enrich the theoretical foundation of this model. Adela Cortina proposes an “ethics of cordial reason” that places human dignity and the common good at the center of technological development, particularly relevant in the age of AI. Paul M. Romer highlights the importance of innovation as a public good that can drive sustainable economic growth when aligned with societal needs. William D. Nordhaus emphasizes the urgency of integrating sustainability metrics in all technological and financial decisions to prevent irreversible environmental consequences. Amartya Sen offers a human development framework that conceives education as a mechanism for expanding individual capabilities and fundamental freedoms, reinforcing that engineering education must go beyond skills and contribute to human flourishing.

In conclusion, this paper argues that engineering education must be reimagined to meet the demands of Society 5.0. A STEAM-based, ethically informed, and sustainability-driven model—grounded in real-world learning environments like the Aula Sustentable—can prepare future engineers to innovate and lead responsibly in the face of global challenges such as climate change, social inequality, and the energy transition. This proposal invites educators, researchers, and policymakers to consider how the convergence of ethics, technology, and sustainability can shape the next generation of transformative learning experiences.

Keywords: Society 5.0, engineering education, STEAM, sustainable classroom, ethics, sustainability, artificial intelligence, UNESCO.