Humans are placing immense pressure on the Earth, requiring drastic changes to avoid severe consequences. Higher education is crucial for this sustainability transformation, yet there is little consensus on its design and implementation. Students' voices are often underrepresented and their influence is limited. This study involved students in sharing their experiences of sustainability education and exploring how higher education - especially engineering - can be transformed. Focus groups were used to gather insights, which were analysed thematically and through two theoretical frameworks, addressing the purpose of education and different levels of change. The findings reveal that the students propose a wide range of impulses, from small improvements to significant changes, showing the strong potential to drive sustainability transitions in engineering or other professions-oriented higher education. To unleash this dormant potential in students and transform education, the need for giving students comparable power in shaping education and its conditions is carved out.