Achieving　carbon　neutrality　is　a　major　strategy　to　combat　climate　change　and　achieve　sustainable　development.　Training　engineering　undergraduates　with　sustainable　development　literacy　is　an　important　way　to　achieve　this　goal　in　the　field　of　higher　education.　Based　on　the　college　impact　model,　this　research　surveyed　1070　engineering　undergraduates　in　Chinese　universities　to　explore　the　influence　of　institutional　support　on　undergraduates＇　sustainable　development　literacy,　and　the　empirical　analysis　was　conducted　using　Structural　Equation　Modeling.　The　results　showed　that　institutional　support　positively　and　significantly　influenced　the　sustainability　development　literacy　of　engineering　undergraduates,　and　student　engagement　had　a　mediating　role　in　the　relationship　between　institutional　support　and　sustainability　development　literacy.　Relevant　recommendations　for　cultivating　engineering　undergraduates　with　high-level　sustainability　development　literacy　are　proposed　here.