In this theoretical paper, we advocate for educational researchers to embrace co-design as a means of fostering sustainable solutions in educational settings. While co-design has been increasingly recognized for its collaborative potential, we suggest that its effectiveness can be further enhanced by drawing from three complementary perspectives: design-based research (DBR), decision-making processes, and ethnographic approaches. We review previously established goals for educational research and examine how integrating these perspectives within co-design methodologies can lead to more responsive and contextually grounded innovations. Specifically, we argue that DBR offers iterative, theory-driven refinements to co-design efforts; decision-making frameworks provide structured ways to navigate stakeholder input and competing priorities; and ethnographic approaches ensure that the cultural and social dimensions of learning environments are meaningfully considered.