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Abstract Applied arts and artistic cultures are taught in vocational high schools, in France, with the aim of developing civic and social skills in students, which are cross‐cutting or generic. To achieve this, this design education revolves around the creation and conception of artefacts. This article explores epistemological issues relating to the role and nature of design education in vocational high schools. Following Kuhn, it proposes a disciplinary matrix of the subject, characterized by objects, knowledge (declarative and procedural) and a set of tasks. These different components make it possible to present a curricular analysis grid of design education in vocational high schools over the past 30 years. This reveals a curriculum development correlated to the evolution of design as an involved social practice. Additionally, the integration of Mitcham's technological manifestations framework enriches this analysis, offering a more comprehensive perspective on the role of technology in design education. This approach indeed clarifies what needs to be taught, fosters the evolution of teaching methods and incorporates new elements such as sustainable development, the environment, collaboration and information technologies. These adjustments reflect changes in professional practices and contribute to civic education in the context of sustainability and ethical challenges. This article makes a significant contribution to debates on the epistemological basis for design education, in France and beyond.