This study focuses on the application and effectiveness of Pedagogic Conversational Agents (PCAs) in design education, particularly within the Chinese context. It reviews the technological evolution of PCAs and explores their roles and value in student engagement, academic tutoring, computational thinking, user experience design, and cultural responsibility. Through a literature review and empirical research, the findings reveal that PCAs significantly enhance the efficiency of accessing tools and methods, promote interdisciplinary collaboration, and bridge cultural and technological gaps. However, challenges remain in achieving depth, reliability, and adaptability, especially in addressing complex academic inquiries and ethical issues. The study emphasizes the importance of designing high-quality prompts, validating PCA outputs, and integrating AI tools with human expertise to unlock their full potential. Future research will extend to more diverse cultural contexts and participants to further uncover the global impact of PCAs on design education.