This paper examines how sustainability and future-focused design can be effectively integrated into design education through a case study of a third-year Industrial Design project in South Africa. As part of an international design competition, students were challenged to critically engage with the Sustainable Development Goals (SDGs) by identifying and addressing actionable problems. Working in teams, they developed technically refined product solutions within a computer-aided design (CAD) environment, applying human-centred and sustainability-driven design principles. The project outcome analysed in this study tackled organic waste management in lower-income urban areas under the competition theme of “sustainable habitat/city infrastructure”. The result was a vertical composter designed to promote self-sustaining communities and uplift urban environments. This project was selected as a competition finalist and the student group presented their outcome on an international stage in Pune, India, demonstrating the global relevance of project approach and outcome. This study employs a reflective teaching practice approach, co-authored by the project lecturer and a student from the finalist group, to critically examine the pedagogical strategies that supported the project’s success, as well as areas for improvement in design education. Key findings highlight the importance of engaging students in the full design process and developing communication and storytelling skills, which were relevant for effectively conveying the design solution on a global stage. The paper also identifies challenges that were faced during the project, including navigating group collaboration dynamics and managing steep learning curves within constrained timeframes. The study also examines how design briefs could be refined to better support the design process and project outcomes. By connecting these insights to broader discussions on design pedagogy, this paper proposes strategies to enhance sustainability-oriented and future-focused design education. It contributes to the ongoing discourse on equipping students with the critical skills needed to address evolving global challenges, reinforcing the role of human-centred, impact-driven design in shaping sustainable futures.
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