This study investigates how design thinking ideas might be applied to improve teaching strategies in higher education, for the “Foundation of Computer System Design” course. The iterative approach of design thinking, which focuses on comprehending users, questioning preconceived notions, and coming up with creative solutions, was used to enhance student engagement and effectiveness in learning. The goal of the study was to go beyond rote memorization and promote active participation and lifelong learning. Two learning models—the Class-room Course Delivery Model and the Identify Assign Assess Analyze (IAAA) Model—were created using design thinking. These models considerably improved learning outcomes, which aligned well with various program outcomes, according to analysis of student performance. Analyzing and assessing the students’ performance revealed that there were several program outcomes that could be linked to the learning result. The outcome demonstrated that the students had not only picked up new skills but also had the freedom to apply them to a variety of real-world problems that were in line with their passions, interests, and preferred methods of learning. Students were also encouraged and inspired to participate in hackathons, present their work at conferences, and publish in reputable journals. With these learning methodologies in place, the course’s academic achievement improved by 5% over the previous batches. We hope to use these models in other classes in the future and do a Kirkpatrick analysis to see how these models affect the students.