Nowadays, to deal correctly with sustainable issues, future engineers must have the ability to use non- technical skills. In order to evaluate all interactions and all possible solutions, a systemic vision of problematics should be adopted. We wanted to demonstrate the possibility of integrating all these non- technical competencies in a disciplinary training. For this reason, we developed some examples of activities to provide support to teachers and we proposed a skills and knowledge model to support teachers in creating their own educational. This model was tested to bachelor engineering students. We suggested them an eco-design problem-based learning activity. Objectives of this case study are to identify which type of skill mix was addressed by students and compared them with levels defined in the model. It’s also the opportunity to assess how associations are made between these two kinds of competencies. The paper presents results of our case study. Including improvements needed in our competencies model. Some future work will be drawn at the concluding section to propose the next of our research for integrating sustainable competencies into engineering curricula.