The escalating problem of e-waste, highlighted by projections of its significant increase by 2045, underscores the urgency of integrating sustainable practices into engineering education. This study evaluates the impact of a learner-centered design approach in educational robotics activities on students’ environmental awareness and the development of skills necessary for sustainable product design. On the one hand, this research aimed to develop technical skills and an understanding of ecological design through hands-on activities by involving 82 students in dedicated robotics workshops. The methodology combined quantitative and qualitative data, including surveys and student-produced artefacts, to assess changes in students’ self-efficacy regarding robotics and their understanding of sustainability. The core of the study was to determine how educational robotics could influence students’ knowledge of recycling and sustainable design. On the other hand, the research provided a framework for students to exercise their creativity and design their own potential solutions to solve the E-waste problem and support the SDGs. This research study underscores the effectiveness of a constructivist approach in education, where learning is an active, experiential process that prepares students to meet the demands of contemporary environmental and technological challenges. The findings suggest that such activities enhance creativity and environmental consciousness, with students developing prototypes that address real-world problems. This experiential learning not only improved their self-efficacy in handling technology but also motivated them to become proactive contributors to a sustainable future.