This study explores the integration of Design Thinking into the Key Stage 3 Design and Technology (D&T) curriculum at a school in North-West England, focusing on fostering 21st-Century Skills alongside subject-specific knowledge. The research draws on a multiple case study approach derived from the 'Solving Genuine Problems for Authentic Users Project', which involves students aged 12-13. The paper critically examines the current educational emphasis on knowledge in England and the potential erosion of D&T's identity and scope within this framework. Through practical D&T activities rooted in Design Thinking principles, the study investigates how real-world problem-solving and innovation can be effectively embedded into early education to support students in tackling complex future challenges. The implementation of a Design Thinking Integrated Learning (DTIL) model is discussed, highlighting its capacity to engage students in empathetic, creative, and analytical processes that contrast with pervading approaches in D&T. The findings suggest that a balanced approach, integrating both knowledge and skills, is crucial for nurturing adaptable, competent learners capable of addressing the demands of the 21st-Century.