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. In doing so, students developed a socially responsive and reflexive design approach that aligns with the needs of South African communities. For example, while some explored identity and heritage through Afrofuturism-inspired murals, others designed a context-specific healthcare facility that offered both indigenous and Western medicine treatments. Housing designs focused on multigenerational living, promoting a growing family-oriented approach and adaptable spatial solutions. Additionally, projects addressing self-care led to the design of natural hair care spaces, advocating for inclusivity in the beauty industry. These topics allowed students to tap into their lived experience and respond accordingly. By prioritising student-centred learning, the projects challenged traditional hierarchies in design education and encouraged participatory, collaborative processes amongst staff, students, alumni and professionals. Through this approach, students recognised how design decisions are shaped by and, in turn, shape broader notions of place, identity, community, and well-being. The paper argues that when students critically engage with their own spatial experiences, they develop a deeper awareness of the social impact of design. This awareness fosters an ability to envision and contribute to built environments that are inclusive, culturally responsive, and socially sustainable. Ultimately, this research asks: How do we shape impactful futures through innovative human-centred design education? By demonstrating how student-led design approaches foster long-term social sustainability, we position student-centred learning as a key strategy for future-focused design education that meaningfully addresses lived experiences and evolving societal needs.