This paper explores how attitudes and values can be integrated as essential components of engineering education, where energy education is embedded within the curriculum. The study introduces a small-scale, design-based professional development track grounded in systemic design. Using the 3.2.1.SPRINT framework and the Attitude-Centered Educational Design toolkit, educators participated in collaborative design sessions aimed at aligning pedagogical choices with desired student attitudes and learning goals. The research was conducted at Rotterdam University of Applied Sciences and evaluated through structured focus groups. Findings highlight the importance of co-creation, modular experimentation, and context-sensitive tools in fostering pedagogical innovation. While the results suggest that systemic design and participatory methods can support sustainable educational change, they should be interpreted within the limitations of an exploratory and context-specific study.