Abstract

This paper examines how Design-Based Learning (DBL) nurtures critical thinking by identifying key approaches and contextual factors that promote critical thinking among students. The study employed a thematic synthesis approach in a five-stage process, including data sources, search strategy, purpose, and output to analyze how DBL promotes critical thinking. Data were collected over three months from multiple academic databases using specific keywords and thematically analyzed for patterns. Findings show that DBL is a powerful pedagogy that enhances critical thinking, creativity, problem-solving, and engagement across diverse contexts, including low-resource settings. Its success, however, relies on teacher readiness, integration with complementary methods, and the development of standardized assessment tools to measure higher-order thinking skills effectively. The study concluded that DBL is a transformative pedagogy that enhances critical thinking, creativity, problem-solving, and engagement across disciplines, including low-resource settings. Its success depends on integration with complementary methods, teacher readiness, and the development of standardized assessment tools to ensure sustainable impact in 21st-century education.