In the rapidly evolving technological landscape, innovation emerges as a pivotal force, significantly rooted in the initial phases of the design and realization process. "Critical factors promoting design thinking in courses for engineering students" explores the cardinal role of design thinking in engineering education, juxtaposing it against the contemporary demands of society and innovation processes. Despite the ubiquity and acknowledgment of innovation and design competencies in academia and industry, a discernible gap persists in engineering education, particularly in instilling robust design thinking principles in future engineers. This paper seeks to identify and analyze the critical factors that promote and impede the incorporation of design thinking into engineering courses. As we move forward, it is imperative to continually assess and refine what is needed from educators to ensure that the future generation of engineers is well-equipped to use their knowledge in collaborative multidisciplinary teams in society and tackle the complex challenges of tomorrow. And thereby enhancing the engineering profession with readiness and adaptability in a dynamic professional environment where design thinking plays an important role.