The objective of this article is to analyze the perception of students in the Environmental and Sanitary Engineering course at a HEI in Southern Brazil about sustainable development after experiences with participatory teaching methodology. The idea is to map the emerging themes when students are encouraged to talk about sustainability and develop prototypes to mitigate greenhouse gas (GHG) emissions. The methodology used included the development of prototypes of frugal equipment for pollution treatment, emphasizing the use of renewable materials and the minimization of waste. Students in the seventh semester of the Environmental and Sanitary Engineering course participated in the project, which involved research, engagement with local stakeholders, interviews, and observation. Data were collected through structured interviews and analyzed using Bardin’s content analysis. The results of the interviews revealed important themes about the students’ perception of sustainable development, including: preservation of natural resources and future generations; economic, ecological, and social development; opportunities to overcome challenges; sustainability and continuity. The results obtained show that the participatory methodology had a significant impact on student engagement and satisfaction with sustainable development. The students’ final projects, which included building and testing prototypes, enriched the institution’s academic portfolio, and encouraged collaboration between departments and interaction with society. The study highlights the need for pedagogical approaches that promote creativity, problem-solving, and sustainable innovation in engineering education.