In the ever-evolving landscape of technology and labour markets, the imperative for lifelong learning (LLL) for professional engineers has become evident. The need for interventions to equip higher education students with LLL competencies is crucial for their sustainable careers. This systematic review explores interventions in higher education aiming to develop students' LLL competencies and translates the findings to engineering education. Conducted as a systematic review, studies were included if they targeted higher education students, addressed LLL competencies, and measured intervention effectiveness. A total of 16 studies were included in the review. Interventions were categorised into five types: interventions on (1) using Problem Based Learning (PBL), (2) self-regulation, (3) the use of e-portfolios, (4) the involvement of peers, and (5) information literacy. Self-regulation and PBL interventions were the most prominent, explicitly or implicitly addressing LLL. The studies employed a variety of quantitative and qualitative methods to measure effectiveness. While challenges in measuring effectiveness exist, the majority of studies found empirical indications of effectiveness. The results align with engineering education principles, suggesting applicability across disciplines. This review emphasises the significance of equipping students with LLL competencies through the use of longitudinal educational interventions, starting from the first year of higher education.