This paper aims to highlight the critical role of the interdisciplinary integration of sensory design and design thinking in education, particularly in educating designers. Through a literature review analysis, the paper explicates the importance of integrating sensory design and design thinking in design education and puts forward a didactic method to deal with specific problems encountered in design education. A case study conducted at the Sichuan Fine Arts Institute has been used as an experiment for a new didactic method. Students could choose any material and explored its sensory expressions, discovering emotional and narrative content. Then, students selected traditional handicrafts to enhance and add new sensory expressions, reinforcing and clarifying the emotional expressions. Ultimately defined the design theme and students' work were the final output.  The purpose is to summarise the results and problems of teaching activities through an analysis of course content. The didactic method emphasises the student experience and the innovative design outcome. The didactic method was tested in design education, suggests possible development trends in the application of interdisciplinary education to provide the impetus for improving existing design education models.

This study examines the issues surrounding traditional handicrafts' integration into education, from preschool to higher education. It explores the importance of consumer influence on traditional handicrafts. It proposes a consumer-centred pedagogical model to meet consumers' needs and keep up with changing markets. Through literature reviews and analysis, this study aims to identify the problems in developing traditional handicrafts and suggest a teaching model encourage the innovative design of traditional handicrafts. A case study conducted at the Sichuan Fine Arts Institute is also an experimental teaching study. Students clarified market positioning and discovered potential customer groups. Then, students collected information through questionnaires to distil the design elements. Finally, students defined the design theme, and their works were the final output. The purpose is to explore and demonstrate the future sustainable development of traditional handicraft education. The teaching method emphasized the practical market experience of students and the innovative outcomes of traditional handicrafts. The didactic method has been tested in design education and proposes a consumer-centred sustainable design method of traditional handicrafts to provide new possibilities for design education models.