The integration of 4IR technologies into the human world provides an opportunity for meaningful social transformation to occur. Paradoxically, 4IR technologies also pose potentially harmful threats to society. Hence, there has never been a more important time to ensure that considerations of their deployment into the social world are based on ethical principles. However, engaging with the internal dynamics of 4IR technologies and their dispersed, systemic nature requires specific technical knowledge that typically falls outside the remit of human-centred design. It is in light of this ethical concern coupled with new demands of that this paper will explore a new direction for Design and design education as ‘more-than-human-centred design’ practices.