The urgent need for pedagogical change, made possible by Digital Transformation (DT), is indisputable in design education (DE). This study considers the relationship between the evolution of Virtual Learning Environments (VLE) and the need for modernised pedagogy suitable for learning DE online, particularly by African students. The focus of the investigation is on the methods used in delivering DE curricula in relation to these technological platforms. This is carried out using a qualitative research approach with a phenomenological analysis framework. A conceptual model is constructed to explain the phenomena of interest. The research process reflects a constructivist epistemological paradigm based on the direct experiences and perspectives of the participants.