Designerly ways of thinking have become a significant topic in design research. If indeed, contemporary phenomena of “digital design thinking” are different from traditional models, than there is emerging pressure to pioneer new teaching paradigms Theories and methods of digital design can no longer be conceptualized as the merging of computational tools with conventional formulations of design thinking. Within the framework of this orientation to a critical formulation of new educational agenda, pedagogical issues are considered. A new orientation to understanding the impact of digital media on “digital design thinking” and pedagogy is presented discussed and demonstrated