<p>This study explores the challenges faced by undergraduate engineering students in making complex, real-world decisions by integrating insights from expert panelists through the fuzzy Delphi method (FDM) and the analytic hierarchy process (AHP). Among the most critical challenges that have been identified include limited consideration of social impacts, inadequate environmental assessments, and insufficient economic feasibility analysis in engineering curricula, course project-based activities, and capstone courses. Experts highlighted that while students often excel in technical problem-solving, they struggle to incorporate these broader societal, environmental, and economic implications of their work. This gap leads to solutions that, though technically feasible, fail to address the needs of the communities they aim to serve. The study also highlights the need to incorporate systems thinking and inter/cross-disciplinary approaches into engineering curricula to better equip students for real-world problem-solving. Educators and policymakers can use these insights to develop targeted interventions that foster a more holistic approach to engineering decision-making training in classrooms, encouraging students to consider long-term impacts and interdisciplinary perspectives.</p>