Design education within the Higher Education sector must recognise its critical role in preparing students to design solutions for the challenges of the future. This paper explores the theoretical and conceptual similarities and differences between design and futures thinking that can be integrated for more socially and economically impactful design practice that shapes the future. The role of future-focused design can also play a significant role in the teaching of disciplines and subjects outside of the design field.

The study is grounded in the theoretical frameworks of design and futures thinking and the paradigm shift towards integrated and flexible future-proof design mindsets and outputs founded in foresight and backcasting. The applications of both frameworks have been widely debated, and the benefits of scalability, resilience and sustainable design and business practice have been demonstrated both commercially and in the realm of social impact. Futures thinking is implicit in many design models and frameworks, such as Afrofuturism, speculative design and critical design. The shift to integrating design and futures thinking in design education may challenge traditional approaches. It will also contribute towards an understanding of strategic foresight processes and outcomes in design; an opportunity identified in publications.

Through a semi-systematic review of literature, this study analyses the points of convergence and divergence between the two fields, advancing a theoretical and conceptual contribution that informs the development of future-focused design curricula in South Africa. Finally, the study advocates for a new design episteme—one that positions Futures Thinking as a core component of design education.