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Engineers are in the front line when it comes to responding, through their innovations, to the socio-technical challenges of climate change and its impact on society. Training them to meet these challenges entails major changes in teaching objectives and practices. This involves developing new skills in problematization, in the sense of knowing how to pose problems, while being able to think through frames of reference and the issues at stake. This article begins by characterizing the new types of problems facing engineers today, placing them in a sociohistorical and epistemological perspective, to gain a better understanding of the new training requirements. In the second part, it proposes a documentary survey of problem pedagogies in engineering training, supported by a survey of publications dedicated to this issue in specialized journals. The aim is to characterize the learning objectives and associated pedagogical practices. Drawing on these various contributions, the third part of the article aims to define the conditions required to design pedagogies adapted to these challenges, based on four categories: epistemic conditions (concerning the cognitive approaches to be developed), epistemological (concerning the types of scientific knowledge to be mobilized), ethical (concerning the stakes and purposes of training), and pragmatic (concerning the nature of pedagogical activities). Rather than stating general normative principles or proposing ready-made solutions, the conclusion of the article invites us to think concretely, in each training situation, about what determines the choice of training objectives and pedagogical choices.