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The article argues that choice to redirect design for social purposes, as in social design, has profound consequences. It reports how altering the subject matter of design education requires corresponding and profound reconsideration of design education. It point outs that social design entails that students gain particular competencies, such as an ability to work with social complexity within and across multiple systems, sectors, and sites. It highlights a need of developing a formal theory of social design education and reconsideration of educational environments, curricula, and teaching materials.