What if education was designed less like a machine and more like an ecosystem? This article explores the journey from rhizomatic pedagogy to regenerative futures, examining how learning can move beyond standardisation toward interconnected, place-based and life-centred approaches that cultivate resilience, agency and ecological belonging.

This reflection explores how transformation design can serve as a powerful framework for reimagining design education in response to complex social, ecological, and systemic challenges. Drawing from experiences as an Academic Fellow at BITS Design School, the piece highlights the often-overlooked role of educators who work between faculty and students—translating ideas, facilitating learning journeys, and nurturing meaningful connections across disciplines.