Abstract: Electrical Engineering (EE) has substantial potential to advance Sustainable Development Goals (SDGs), particularly SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 11 (Sustainable Cities and Communities). Yet, limited evidence exists on how EE students perceive the alignment of their academic training with the SDG agenda, especially in the Global South. This study provides a mixed-methods, datadriven assessment of SDG awareness, curricular integration, and perceived professional relevance among EE students (n = 51) at a private university in the Philippines. The methodology integrates quantitative survey analytics using weighted scoring, descriptive statistics, and visualizations with qualitative thematic coding of open-ended responses. Results reveal a triangular gap: awareness is moderate across most goals, curricular integration is uneven and biased toward energy and infrastructure themes, while perceived professional relevance is consistently high. Students highlight contributions to renewable systems, grid modernization, and sustainable infrastructure, while also identifying gaps in equity, biodiversity, and circular economy integration. Qualitative responses reinforce these findings, pointing to isolated project-based engagement but limited systemic curricular embedding. The study demonstrates how data-driven mixedmethods analysis can inform curriculum design, highlighting both technical strengths and social blind spots, and provides baseline evidence for aligning EE education with global sustainability imperatives.