This article explores curricular structures in the world of design, with an emphasis on analyzing inclusion from the ground up. The proposal is to examine how its layout in different locations addresses various realities and how its diverse cultural, social, and economic perspectives influence education and practice. The paper’s methodology follows the Emerging Transition Design Framework, and the objective consists of a literature review followed by several analyses of case studies. Based on an initial study of 16 institutions, this research highlights three key criteria: courses focusing on inclusive practices, content within various disciplines and projects, location with a broader coverage of diverse socio-economic and cultural perspectives, and higher education programs such as bachelor's and master's degrees in design. University stakeholders were interviewed, and data was analyzed through a transitional method regarding their understanding of inclusion and where/how they genuinely implement it in their curriculum and teaching. This article argues that inclusion is not unidimensional, but a multifaceted spectrum where economic, social, political, and cultural issues intertwine and profoundly influence its meaning and practice. Although many higher education institutions are beginning to incorporate inclusion into their curricula, the research emphasizes the significant barriers to achieving true inclusion. In this scenario, a need emerges for the educational domain in the design field to stop importing methods and curricula and to value what best represents its history. This shift requires collaborative work to implement meaningful inclusive pedagogies that promote emancipatory and plural design, capable of incorporating many perspectives and cultural experiences.