This talk explores how art and design pedagogy—particularly experimental, interdisciplinary design practices—can contribute to education beyond the art school, equipping learners across disciplines to engage with complexity, uncertainty, and rapid change. Drawing on teaching and research at the Royal College of Art, the presentation argues that art school methods are not valuable only for producing designers, but for cultivating capacities that are urgently needed in relation to global challenges such as climate change, artificial intelligence, mental health, and the future of work. The talk outlines a transferable pedagogical framework grounded in core practices of art and design education: interpreting complex situations, envisioning alternative futures, engaging in material and experiential praxis, and translating insight into intervention. These approaches foster comfort with uncertainty, systems thinking, ethical reflection, and learner agency, enabling participants to act boldly at local scales while understanding their actions within broader systemic contexts. A central case study is POD, an immersive, game-based project in which students engage with climate futures by responding to adaptation challenges from nonhuman perspectives within a simulated future Thames River ecosystem. The project demonstrates how play, speculative world-building, and decentring the human viewpoint can support deeper engagement with ecological systems, ethics, and decision-making. The talk also reflects on subsequent iterations of this work, including experiments focused on ethical collaboration with nonhuman actors, as well as adaptations of these methods for educators, policymakers, and professional audiences beyond formal education. Rather than proposing a single model to be replicated wholesale, the presentation argues for the selective translation and amplification of art school strategies—such as playfulness, experimentation, and alternative ways of seeing—as vital components of future-facing interdisciplinary education and public practice.