This paper argues that design history and design history teaching can greatly benefit from forging a stronger connection with the field of Science and Technology Studies (STS). By embracing this interdisciplinary approach, design educators can avoid fetishization of objects and canonical design figures.As a result, they can improve their educational and historiographical approach.A specific framework composed of the concepts of agency, programs and scripts is proposed to facilitate the integration of these disciplines and tackle the mentioned problems in design pedagogy.It is argued that this approach provides tools for the critique of technological projects and discourses, helps to understand the political in design and generates a space where the diversity of students is welcome.In addition, these tools allow for the analysis of past, present and future situations.The goal is not to reproduce social hierarchies that design can enforce due to the current pedagogical paradigm, giving a prospective approach to STS and enriching design theory, practice, and education.