In this chapter, we propose a roadmap for the development of education in mechatronics. This development is intended to support future mechatronics engineers in accepting challenges in evolution, development, and sustainability. We explore curricula design, learning strategies, and misalignment between education and professional needs in relation to these challenges. The exploration is based on the fact that the subject mechatronics has now been around for 50 years, and, in particular, relates to the experiences and previous research of the authors, who are based at KTH Royal Institute of Technology where most of the empirical data is from. In this chapter, we argue that the above challenges require new roles, skills, and competencies among mechatronics engineers. With examples from complex product development, we argue that an increased systems perspective with systems architect competencies and experiences can support the embracing of additional systems design factors, which, for example, can enable sustainable development aspects into product design. We explore the interface between mechatronics and systems engineering, via embedded systems, as a possible future development of the subject of mechatronics. Embedded systems can be seen as a related subject, or as a subset of mechatronics, or vice versa. With this chapter, we argue that the subject of embedded systems can provide a shortcut for mechatronics education to approach the role of systems engineering, thereby reaching a level of competence and skills where the above challenges can be approached. The mechatronics engineer can play an important role in sustainable development. With existing curricula, mechatronics engineers are prepared to accept complex problem-solving, utilize solutions from various domains and disciplines, and create domain-independent solutions. These skills are crucial in embracing sustainable development, which puts the mechatronics engineer in a unique position. We also bridge the above discussion with current trends in learning, such as life-long learning and e-learning. The mechanisms that enable the mechatronics engineer to achieve a systems engineering skillset, which, according to our results, needs to be based on engineering experiences, is facilitated both by a professional education system (life-long learning) and by a flexible setup (e-learning).