This research delves into the often-neglected role of psychology in design education, with a specific focus on Indian design institutions (our research focuses mainly on the findings of the students of UPES , while other universities are still under scope for further research). Through a comprehensive literature review, the study emphasizes pivotal principles like anchoring effect, confirmation bias, color psychology, Gestalt psychology, Miller’s law, and more. Uncovering a significant gap in the design curriculum shows a dedicated lack of focus on essential psychological elements. This research uses a mixed-method approach, with B.Des participants majorly from UPES University’s School of Design. Subjective responses indicate favorable attitudes toward integrating psychology to understand consumer needs and create user-centric designs. In addition to the curriculum gap, the study shows the discrepancy between students’ awareness of psychological theories, such as Gestalt and color, and the need for detailed instruction on these concepts. Many students discovered or self-learned these theories independently, emphasizing a need for a more structured and thorough education on relevant psychological principles. The conclusion underscores the importance of psychology in design education, urging broader exploration beyond the confines of a single institution. Acknowledging study limitations, the research encourages future investigations across multiple institutions to unveil critical psychological principles for effective design practices. This study serves as a foundational exploration, prompting further improvements and refinements in the integration of psychology into design education for holistic and impactful learning.