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This article addresses the need to review engineering education toward the 2030 horizon, given the obsolescence of traditional pedagogical models and accelerated technological disruption. Using the mathematics block of the National Open University (UNA) of Venezuela as a case study, qualitative research reveals that prior deficiencies and mechanistic instruction have turned this discipline into a punitive filter. To overcome this crisis, the author proposes a formative redesign grounded in metacognition as a transversal axis, enabling students to learn how to learn and survive the expiration of knowledge. Theoretically, the study articulates Kamp's demands for the 2030 Engineer, Callaos's systemic approach, Schwab's ethics, and Siemens's connectivism. As an epistemological core, Radford's Theory of Objectification is adopted, redefining learning as an emancipatory joint labor. Likewise, the impact of Generative Artificial Intelligence and neurotechnologies is analyzed, proposing that AI act as a means of cognitive offloading that frees resources for critical analysis, while simultaneously warning about the risks of neurocognitive inequality. Finally, leveling courses, challenge-based curricula, and technological ethical integration are recommended, concluding that this comprehensive model is indispensable to train truly transdisciplinary engineers and guarantee the viability of contemporary society.