This academic article examines the role of design thinking in enhancing classroom excellence through the integration of established educational frameworks, ultimately promoting intentional and mission-driven teaching. By synthesising the principles outlined in "Designed to Learn," "Schooling by Design," and "Understanding by Design," this study articulates a comprehensive approach to curriculum design, prioritising purposeful and student-centred learning. Applying design thinking enables educators to incorporate empathy, creativity, and iterative problem-solving, thereby equipping students to tackle real-world challenges in an ever-changing global landscape.

The research underscores the significance of backward curriculum planning to ensure alignment between instructional objectives and desired learning outcomes. Furthermore, it emphasizes the development of critical thinking and adaptability through innovative pedagogical strategies and explores the role of technology in facilitating design-centric learning environments. The transition to student-centred classrooms is highlighted as a catalyst for enhanced engagement and active learning.

The transformative potential of design thinking in educational practices is illustrated through detailed case studies, demonstrating its capacity to foster a culture of excellence and adaptability within contemporary educational settings. This article contributes to the ongoing discourse on educational reform by advocating for a holistic approach to curriculum development, aligning with 21st-century educational objectives and goals.

Keywords: Curriculum Planning, Design thinking, Pedagogy.