As the built environment continues to evolve in response to global and local challenges, design education must prepare students to envision and shape sustainable futures. This paper explores how student-centred design education advances social sustainability by fostering critical engagement with the spaces students inhabit and design. Using Project-Based Learning as a framework, we discuss a series of pedagogical projects implemented at various levels of an interior design curriculum. These projects empowered students to reflect on their own lived experiences of built spaces, using these insights as a primary design driver rather than relying solely on external references.