Problem-based learning (PBL) is a common form of teaching in both primary and higher education. PBL means that the students work independently and solution-oriented with problems or challenges as a starting point. Although PBL is a well-established form of teaching, it can sometimes be perceived as blunt and underdeveloped from a pedagogical perspective.For many years, we have worked with higher education and professional courses that include design methodology, design thinking and innovation practices. As a result of this work, we have identified opportunities to generalize and transfer parts of these practices to other educational domains in which we work with PBL and societal challenges. As part of our efforts to develop these forms of teaching and learning, we are developing an educational model, Design Inquiry Learning, where we strive to further develop existing problem-based approaches. Design Inquiry Learning can be understood as a form of research-based learning based on process-oriented and creative design exploration. Central in this model is design thinking methodology, where a creative approach and problem-solving methods inspired by professional designers' activities are used to find solutions to complex problems and societal challenges. This method is particularly suitable for challenging conventional ways of thinking, seeing new opportunities in strategic contexts and focusing on identifying interesting and manageable problems in a larger problem complex. Designers usually start from a user perspective and experiment on insights and solutions using practical methods and tools for data collection, visualization, idea generation, testing and decision making.In this paper we draw on examples from our experience from a number of courses at both undergraduate, graduate and doctoral level to illustrate how students that work with these types of methods quickly create a deep understanding of, and insight into, complex problem areas, and that the methods provide support and scaffolding, not only for the practical work but also for the learning processes. Often when design methodology and design thinking are discussed in educational settings, the focus is on skills related to innovation and to generate creative solutions. An important point we want to make here, however, is that such processes can also serve as means of gaining understanding and knowledge of the complex problem domains being explored. In the paper we specifically discuss the role of empathizing, framing of wicked problems, and visual thinking.