Designing for Change

The present article proposes a framework for higher education that is both transformative and integrative in nature, insofar as it incorporates andragogical principles and Design Thinking (DT) methodologies. The theoretical underpinnings of this approach are rooted in the principles of adult learning theory and a human-centered design approach. Through a demonstration of this synergy, it is asserted that this approach is capable of addressing the evolving demands of twenty-first-century education. An integrative literature review (2018–June 2026) and case studies from institutions such as Stanford’s d.school and Aalborg University (AAU) were conducted to identify key synergies, which were found to be experiential, problem-centered learning; learner autonomy; and iterative reflection. The proposed model delineates DT’s phases (Empathize-Test) in accordance with andragogy’s core principles, thus providing actionable strategies for curriculum design, faculty development, and assessment. The findings indicate enhanced student engagement, creativity, and real-world problem-solving skills. However, the study also highlights implementation challenges, including institutional resistance and resource constraints. The article’s contribution lies in its presentation of a validated pedagogical framework that prepares adult learners for complex professional environments. This framework also provides a foundation for future research exploring cross-cultural adaptability and the integration of technology in diverse educational contexts. This work contributes to the ongoing discourse on innovative education by integrating theoretical rigor with practical application.