In response to complex sustainability challenges, engineering education increasingly embraces experiential learning to prepare graduates for interdisciplinary problem-solving and societal impact. Yet, research on the intersection of experiential learning and sustainability education remains fragmented. Our study addresses this gap through a systematic review of 83 empirical studies, in which we analysed sustainability integration approaches, teaching and learning principles, and reported learning outcomes. Our findings highlight a dichotomy where experiential learning fosters boundary-crossing collaboration, bridges education with real-world practice, and addresses diverse learning objectives. However, current research disproportionately focuses on elective curricula, disciplinary contexts, and outcomes that emphasise cognitive, behavioural, and technical competencies. Thus, affective and socio-emotional dimensions remain underexplored. These gaps limit understanding of experiential learning’s transformative potential for sustainability education. To address this, we propose a nine-item research agenda to guide future studies and inform the design of more impactful experiential learning practices in engineering education.