On one hand, designers must redefine their role in contemporary times, while on the other, there is a need for updated and structured curricula in the flourishing era of big data and artificial intelligence, starting from a reform of thought and knowledge in response to the complexity of the contemporary world. In these terms, the “pedagogical shift” involves assigning design a key role both in the development of notions and processes, and in the development of critical thinking. Based on these premises, the emerging group aims to bring the issues of education in and through design back to the center of scientific debate. Starting from the pedagogical tradition inherent in design—from basic to “new basic” design, from studio-based learning to design thinking—and passing through fruitful inter-trans-multi-disciplinary contaminations between design, humanities, and learning sciences, the aim is to map, share, and experiment with new accessible, democratic, and inclusive learning models, directed at researchers and designers who are aware of designing complexity and through it.