Contemporary industrial design increasingly engages with complex social, ethical, and technological challenges that extend beyond conventional problem-solving approaches. In response to these challenges, Speculative and Critical Design (SCD) has emerged as an approach that emphasizes critical inquiry, reflection on assumptions, and engagement with alternative futures. Despite growing interest in SCD within design research, its integration into industrial design education remains limited by fragmented pedagogical practices and the lack of coherent educational frameworks. This study aims to develop a structured educational framework for integrating SCD into undergraduate industrial design education. Adopting a Design-Based Research (DBR) approach, the framework was developed through the synthesis of theoretical foundations, comparative curriculum analysis, and empirical educational studies. The study identified key pedagogical requirements for SCD education and translated them into a sequenced learning structure. The outcome of this study is the Problem Reframing Framework for SCD Education, a five-phase educational model consisting of critical problem reframing, techno-ethical futures framing, scenario worldbuilding, speculative design intervention, and reflection. The framework is designed to guide students from questioning existing assumptions toward exploring alternative futures, constructing socio-technical scenarios, developing critical interventions, and reflecting on the broader implications of design decisions. The findings suggest that the proposed framework provides a coherent learning pathway for integrating critical thinking, futures literacy, systems awareness, ethical reasoning, and reflective practice within industrial design education. Furthermore, it supports a shift from solution-oriented design education toward pedagogical approaches that cultivate critically aware and futures-oriented design practitioners.