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Design teachers in higher education accompany students during the learning process of design in an ever-changing context. Therefore, teachers must adapt their approaches to societal evolutions and successive crises throughout their careers. This presupposes a capacity for ongoing adaptation and decentralization. In this article, we study the work of teachers who, amid these constant evolutions, identify emerging trends and gather resources for their teaching practice. We conducted a qualitative study with fourteen teachers from different fields of design and from several institutions. We outline the conditions and mechanisms that underpin the selection of emergent trends that lead to the definition of design situations and the triage of resources. We underline the importance of the human network for maintaining consistency and stability in the teaching provided, and the existence of reliable access strategies in the face of unexpected developments and upheavals.