Motivation and pedagogic innovation are critical for ensuring the sustainability of higher education in an era of rapid technological disruption and shifting student interests. This paper explores how higher education leaders can design innovative curriculums and assessment practices to sustain student engagement and foster deep learning, ensuring that higher education remains competitive and relevant. Focusing on the 'Computer Aided Design' module within the Motorsport Engineering course at the University of Derby, the research highlights how pedagogic innovation can adapt to challenges posed by artificial intelligence (AI), which is reshaping how students learn and interact with educational content. Using a mixed-methods approach, the study combines quantitative performance data with qualitative insights from student feedback to evaluate the effectiveness of innovative assessment strategies. Findings reveal that assessments tailored to establish meaningful connections across modules and to real-world applications enhance student motivation and purpose-driven learning. This focus is essential for countering the growing disinterest in traditional teaching methods and maintaining the viability of higher education as a pathway for personal and professional development. The discussion draws parallels between sustaining student motivation during their learning journey and how purpose drives performance in the workplace. By embedding innovation into pedagogical approaches, higher education leaders can ensure students remain engaged and committed to their education, even as AI continues to disrupt conventional teaching methods. This study contributes actionable insights for institutions aiming to sustain their relevance and competitiveness in an evolving educational landscape. Keywords: Sustainability, Motivation, Engagement, Assessment, Innovation, AI