<p>Design thinking is not only one of the most significant global movements, spanning across numerous industries and businesses worldwide, but it is also gradually emerging as a novel and prominent method for enhancing the quality of education. Although, various studies conclude that design thinking enhances the learning experience, engagement, creativity, and critical thinking of participants, yet this evidence is much strattered. Thus, a literature gap exists, with the current body of work lacking a comprehensive profile of the field. This study aims to bridge this gap by conducting a bibliometric analysis using VOSviewer to shed light on the current intellectual literature. We employed the PRISMA guidelines to identify relevant articles, which were then subjected to bibliometric analysis, performance analysis, science mapping, and visualization to identify research diversifications in the field of design thinking in education. We then present a theoretical framework to explain the relationship between design thinking, real world–based problem-solving, and learner performance. Based on our findings, offer recommendations and pose interesting research questions for future exploration. Our findings will serve to empower both academics and practitioners to harness the noteworthy success of design thinking in education.</p>