In this chapter, we reposition notional hours from a bureaucratic requirement to a central tool in learner-centred curriculum design. We explore their historical development and intended purposes, such as ensuring workload transparency across teaching, learning, and assessment, enabling credit transfer, and supporting equitable learning experiences, while critically examining the challenges and inconsistencies that arise in practice. We argue that when notional hours are thoughtfully designed and aligned with intended learning outcomes, they can foster greater learner autonomy, support self-regulated learning, and enhance student engagement. The chapter outlines how educators and institutions can use notional hours to structure meaningful learning pathways, communicate expectations transparently, and accommodate diverse learner needs. In doing so, it bridges theory and practice, setting the stage for the following chapter, which presents a real-world case study of how rethinking notional hours can lead to more responsive and empowering educational experiences.