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This paper examines the impact of a human rights framework in engineering education on students' perceptions of sustainability and human rights. Recently, scholars have emphasised the need to develop a new engineering pedagogy and an ethical framework for the workforce. This emphasis arises from the fact that, as the engineering workforce has become multicultural and globalised, prospective engineers require new ideas, technologies, perspectives and professional ethics to adapt to the changing world. In this context, scholars have primarily focused on creating sustainable approaches that highlight the coexistence between humans and nature, along with equity, diversity and human dignity, while also developing educational strategies to challenge the conventional notion of engineers as problem‐solvers. The University of Connecticut (UConn) has developed a curriculum that equips students with the core concepts and methodological tools essential for understanding the socially and environmentally responsive roles of engineers and their solutions. This paper examines learning outcomes in an existing course within this curriculum, ‘Engineering for Human Rights’, by analysing original, anonymized exit survey data and anonymized SET evaluations from enrolled students. We also assess the instructors' reflections on the class. The findings of our research contribute to broader discussions of innovation in engineering pedagogy.