This study investigates the integration of Embedded Tactile and Sensory Technologies as digital disruptions in South African design education, exploring how additive manufacturing and tactile interfaces can bridge theory with experiential learning. Grounded in Experiential Learning Theory (ELT), a Design-Based Research (DBR) methodology was employed to develop and test an educational intervention at a South African University of Technology. The research examined how the embedded technologies enhance student engagement, inclusivity, and creative problem-solving within a context of limited resources. Findings indicate that while the embedded technologies offer significant pedagogical affordances, their widespread adoption is hindered by implementation costs, lack of curriculum integration, and educator training gaps. This paper contributes empirical insights into these challenges and presents a practical, evidence-based framework for embedding tactile learning into design curricula, advocating for technology-enhanced environments that foster digital literacy and hands-on design skills.