The visual communication of any design or art relies heavily on design elements and principles. The design intervention and the practices have been constantly evolving since the industrial revolution and were soon sought out by businesses and design practitioners. As distinctive design ideas increasingly took over the industry, designers experimented with new elements, principles, and aesthetics. Most designs are created to solve a problem, innovate, or modify. Thus, designers must consider psychological factors from ideation to design iteration to create visually appealing and innovative designs. Along with design elements (EOD) and design principles (POD), Gestalt principles are primarily concerned with understanding human psychology and perception of the various aspects of visual communication. Because lecture is a method of teaching that lacks interactivity and adaptability to individual needs, combining pedagogies like studio-based, experiential learning with lecture has the potential to meet this challenge. This study focuses on how design students understand and apply Gestalt principles as part of their curriculum through the use of mixed pedagogies. The study examines the effectiveness of teaching–learning methods in helping students to understand, explore, apply, evaluate, and create the design using Gestalt principles. Furthermore, the study assesses the retention of Gestalt principles knowledge gained through classroom instruction. The analysis is conducted using the inductive teaching method, specifically project-based learning. For the study, first-year UG design students from design schools were assigned several tasks as part of their academic curriculum. The data was collected for analysis using the observation and online survey methods. The findings conclude that teaching Gestalt principles using various pedagogies significantly improves students’ understanding and application. The quiz results confirmed effective knowledge retention and the efficacy of the teaching–learning approach used.