Design education is facing a critical turning point. Amid socio-ecological crises, inequality, polarization, and institutional fragility, traditional curricula oriented toward object production, market responsiveness, and short-term problem solving are increasingly unable to prepare designers for the magnitude and duration of contemporary transitions. This paper reflects on the binational co-creation of a DualDegree Master’s in Transition Design between a public Mexican university and French partner institutions within the Campus of Transition framework. Rather than presenting the program as a finalized curricular model, we approach curriculum design as a transition process in itself: a contested, negotiated, and iterative space where new professional identities, competencies, and educational postures are produced. Drawing on Transition Design, critical design competencies, and pluriversal design education, the paper proposes a relational curricular model for Latin America and identifies lessons from institutional frictions, epistemic translation, and the challenge of educating designers as agents of transition.