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This article proposes a semantic analysis of French teaching programs in design (diplôme national des métiers d’art et du design et baccalauréat sciences et technologies du design et des arts appliqués) to examine the design approaches politically conveyed by institutions and how methods of teaching are shaped by social change. This analysis highlights the importance of the vocabulary related to the design process that is employed and the values underlying the act of design in teaching programs. The design approach promoted by the institution is akin to a practical or ethical model of design, focusing not only on the design process, but also on the definition of a problématique (the complexity of a problem in terms of social, political, economic issues, etc.) and on the impact of the project. Moreover, the former artistic part of our curriculum is being replaced with a focus on creativity, prompting a system of values, approaches, ethics, and attitudes guided by moral principles often aimed at preserving or maintaining the world’s habitability.