Our practice involves a regenerative curriculum approach that prioritises practice-based, immersive, stakeholder-driven, and context-sensitive learning experiences. We align this approach with design thinking principles, emphasising human-centricity, empathy, collaboration, and interdisciplinarity (Dunne & Martin, 2006; Bowland, 2014). Rather than traditional lecture-based learning, we take students out of the classroom and into local contexts to engage with real-world challenges connected to our region. This approach not only enhances students’ critical reflectivity but also strengthens their sense of urgency and responsibility regarding global issues, particularly the UN Sustainable Development Goals (UNSDGs) as they manifest locally (Ferreira, 2021). Students typically explore complex multi-stakeholder challenges such as decline of the High Street or socio-economic impact of the planned Eden Project.