Incorporating design thinking in project-based learning (PjBL) can generate a new praxis to epitomise an ecology of active-learner approaches and embrace the authenticity of collaborative problem-based learning (PBL). Design-oriented disciplines in higher education are expanding their teaching and research objectives to prepare future designers to confront the increasingly complex problems arising in the new normal. This paper discusses the learning outcomes of two joint collaborative PjBL projects by higher education institutes in Hong Kong and Australia. We explore the application of the theoretical structure of design thinking to multidisciplinary and interdisciplinary PjBL design projects where students partner with community stakeholders and professionals to construct new social innovation. The paper explains how empathetic design can encourage transdisciplinary student engagement, enhance learners' motivation, and generate a sustainable impact on society.