This chapter explores the integration of design thinking within STEA+M education, presenting the Planning and Design Learning (PaDL) Framework as a structured yet flexible model for interdisciplinary teaching and learning. Initially rooted in industrial design, design thinking has evolved into an interdisciplinary pedagogical approach that fosters creativity, collaboration, and problem-solving. Incorporating insights from educational theory and professional practice, the chapter situates design thinking as a crucial methodology for addressing complex, real-world challenges in STEA+M classrooms. Through an analysis of existing design models such as the Stanford d.school model, IDEO model, and the Double Diamond Model, this chapter examines their applicability to STEAM education, highlighting their strengths and limitations. Furthermore, the chapter critically reflects on the Western dominance of design thinking frameworks and presents a case study of Southeast Asian teachers developing a culturally relevant alternative. The PaDL framework emerges as a novel contribution, enabling educators to scaffold integrative learning experiences that emphasise agency, empathy, and iterative problem-solving. By positioning teachers as designers and fostering student engagement through inquiry-driven learning, this chapter underscores the transformative potential of design thinking in STEAM education, advocating for its broader implementation across diverse educational contexts.