AbstractTeacher-centered learning pedagogy is a passive approach but most standard practices in many engineering courses than the active approach that is student-centered learning pedagogy. For a country like Papua New Guinea which is rich in culture diversity, the social structure or group identity forms the lines of conflict affecting teacher or student-centered approach. With the advent of technological tools to support teachers in engaging student, the choices are too many to explore. Consequently, the confusion to which learning methods and technical tools are appropriate to the student that have culture affiliation and use such affiliation in engaging them in higher order thinking, knowledge integration and self-efficacy requires support to get the right instructional methodologies based on the Axiomatic design (AD) principle. The results show that the combination of AD law simplifies what learning design for engineers can create a paradigm shift in culture to educational synergy.