Human-induced climate change poses a significant threat to the well-being of individuals globally, necessitating immediate action to mitigate and adapt to its consequences. Engineers play a pivotal role in addressing this crisis, offering innovative technological solutions to combat climate change. However, the level of preparedness and understanding of climate change among engineering students and graduates in Zimbabwe requires further investigation. This study aimed to explore the knowledge of climate change impacts, the role of engineering faculties in universities, and the level of climate change education in Zimbabwean engineering curricula. An online survey was administered to 152 engineering students, university lecturers, and researchers, yielding insightful results. The majority of respondents demonstrated a high to medium understanding of climate change impacts, acknowledging the importance of universities in addressing this global issue. Notably, most respondents opined that universities play a significant role in promoting climate change education and resilience-building. Nevertheless, the study highlighted considerable room for improvement in integrating climate change topics into engineering curricula and research initiatives. Challenges to implementing climate change education include limited resources, inadequate information, and resistance to change. Conversely, opportunities for integration include research and development, interdisciplinary collaboration, and curriculum reform. Alarmingly, the study’s findings suggest that engineering graduates in Zimbabwe are poorly equipped to tackle climate change. The study concludes that the current university curriculum fails to provide students with the necessary skills to address this pressing global issue. As such, universities in Zimbabwe must work to develop effective climate change education programs, prioritizing interdisciplinary collaboration and curriculum reform.