National Education Policy 2020 outlines the vision of India's new education system to reconfigure its structure toward acquiring twenty-first century skills. One of the recommendations of the policy is the introduction of Design Thinking as a skills course across classes VI to XII. This article investigates the scope of design education in Indian schools in meeting the requirements of twenty-first century skills. This investigation includes a detailed narrative literature review of National Education Policy 2020, twenty-first century skills, and design education. The findings of the review clearly indicate the relevance and impact of design education in meeting the demands of the twenty-first century by extending design learning to school education. Pioneering studies on twenty-first-century skills and recent studies on design education are further reviewed. The study illustrates these findings through a tabular representation of the keywords for twenty-first-century skill requirements as well as knowledge and pedagogies offered by design education. The overlap between these keywords is further represented and discussed to direct the attention of Indian education stakeholders to the importance of design education in providing students with twenty-first-century skills. In the absence of any published evidence of design education (curriculum, pedagogy, operation, impact, etc.) in Indian schools, the study provides a theoretical basis for extending the knowledge base and scope of design education in Indian schools that can be attained by collecting the views of Indian education stakeholders and conducting empirical studies in Indian classrooms. © 2022 Common Ground Research Networks. All rights reserved.