As engineering education evolves to meet the demands of rapidly advancing technology, there is an increasing need for professionals who can design intuitive, user-centred applications. This paper explores the integration of User-Centred Design (UCD) principles within a Human-Computer Interaction (HCI) module taught at both undergraduate (UG) and postgraduate (PG) levels. Employing a structured four-phase framework that integrates theoretical instruction, practical application, peer collaboration, and reflective practice, the research assesses student performance over three academic years to examine how embedding UCD principles enhances student learning and problem-solving abilities, promoting empathetic thinking within design. Findings indicate significant improvements in design-related assessments, particularly among undergraduates, highlighting the value of hands-on application. Challenges persist in areas such as Knowledge Elicitation (KE) and Usability Evaluation (UE), where undergraduates struggle with analytical reasoning and research methodologies, while postgraduates demonstrate stronger competencies. The study contributes to engineering education by advocating for a balanced curriculum that integrates UCD principles, ensuring future engineers develop both technical expertise and a user-centred mindset essential for designing effective, user-focused systems.