South Africa’s escalating environmental challenges, exacerbated by the Anthropocene, demand a radical rethinking of design education. While science and engineering have developed mechanisms to address ecological degradation, design education remains rooted in Human-Centred Design, which prioritises human needs while neglecting planetary systems. This paper argues for a paradigm shift toward Planet-Centred Design, supported by interdisciplinary collaboration through STEAM(D) (Science, Technology, Engineering, Arts, Mathematics + Design) and biodesign as transformative approaches for South African tertiary arts, design, and engineering education. Employing a qualitative, interpretivist methodology of conceptual analysis, case studies, and literature-based theoretical synthesis, this study explores how arts, design and engineering curricula can evolve to address the planetary consequences of human impact. The research is grounded in a comprehensive literature review that contextualises the ecological urgency of the Anthropocene and identifies opportunities for curricular innovation through interdisciplinary collaboration, transformative change, and the integration of speculative and futures thinking into design pedagogy. The paper draws on Planet-Centred Design and Engineering for One Planet to propose a multi-approach that aligns with the United Nations Sustainable Development Goals. It highlights the potential of Planet-Centred Design to foster ecological empathy, systems thinking, and long-term sustainability by recognising nonhuman stakeholders and reframing design challenges within broader temporal and spatial contexts. STEAM(D) education cultivates critical, creative and collaborative competencies, while biodesign offers regenerative, biology-informed solutions that bridge science, design, and sustainability. The research contributes to the growing discourse on reimagining design education. It invites South African higher education institutions to lead in embedding sustainability into curricula by adopting interdisciplinary, future-oriented design practices. The paper concludes by calling for further research into practical frameworks and mechanisms for integrating Planet-Centred Design, STEAM(D), and biodesign into tertiary education, ensuring that future designers are equipped to co-create a more sustainable and equitable world.
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