Industrial and Product Design programmes vary widely across national contexts, shaped by different educational traditions and institutional frameworks. However opportunities for systematic comparison remain limited, making it difficult to understand how students’ learning experiences are structured internationally. This paper compares four undergraduate programmes from China, Türkiye, and the UK using a common course overview template. Two illustrative models are proposed: the Jigsaw and the Spiral. The jigsaw model, common in China, represents a stepwise acquisition of discrete skills in the early years, with integration only in later stages. The spiral model, typical in the UK, introduces core skills early on and develops them iteratively in subsequent years. Programmes in Türkiye demonstrate a hybrid structure, combining jigsaw-like electives with spiral-like iterations of compulsory design modules. The analogy provides a clear and accessible way to visualise programme structures. Feedback from educators indicates that the models help to clarify the distribution of learning outcomes and the realities of students’ workloads, supporting reflection and the exchange of good practice in design education.