<p>Contemporary literature in engineering education calls for focused efforts towards revitalizing the curriculum, pedagogic practice, and assessments. Creating multidisciplinary, experiential learning opportunities through a biomimicry module offers authentic and situated experiences for designing sustainable solutions inspired by and in harmony with nature. This paper premises the conscious use of biomimicry in mediating problem-solving through the development and implementation of a biomimicry module for engineering undergraduates in India. The study employs intervention design, with a pre-and post-intervention survey to understand the quality of impact. Analysis of students’ engagement revealed insights into the role of an authentic pedagogy to meaningfully initiate engineering students into the process of problem-solving. A significant improvement was noted in their performance scores, post the intervention. The study identifies salience of explicitly grounding the biomimicry principles and encouraging learners to extend conceptual connections. This innovative pedagogic tool, presented as a biomimicry module, in engineering education involves reaping the benefits of a discursive pedagogic engagement, practicing formative and authentic assessments, and using reflexive praxis for optimizing meaningful learning. The study also discusses critical insights into the cognitive and affective relationship of learners as they engaged in the processes of design and engineering problem-solving.</p>