The concept of authentic learning has gained significant attention in education, particularly in design-related fields. This study investigates how authentic contexts can serve as instructional strategies to create meaningful learning experiences for design students. This study utilized Herrington’s authentic learning principles and a mixed-method approach to emphasize real-world relevance, encouraging students to address challenges mirroring the complexities of professional practice. The research engaged 100 design students who participated in a creative business competition, where they developed and presented innovative solutions to real-world problems. Students were tasked with presenting innovative ideas to solve real-world problems related to the Sustainable Development Goals (SDGs) in their immediate environment. By connecting theoretical knowledge with practical application, the activities helped students develop critical thinking, problem-solving skills, and a deeper understanding of design concepts. The findings demonstrate that authentic learning fosters engagement, supports the development of higher-order thinking, and prepares students to meet professional demands. By integrating real-world tasks into education, this approach bridges the gap between theory and practice, equipping students with essential skills for future success in competitive, design-focused careers.

Keywords: Authentic context, authenting learning, SDGs, critical thinking, problem solving.