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While edusemiotics emerges as a fresh field of inquiry in the core of semiotic enterprise, the relationship between factual information and imaginative interpretation remains problematic and dualistic. This article proposes a theoretical framework that utilizes design inquiry for advancing edusemiotics. In a Transmodern world, human beings are able to cross over diaphanous boundaries among the real, the true, and the imaginary, transforming what has been in existence by making new representations of that which is yet-to-come. Augmenting edusemiotics with design thinking transcends our assumptions about the ephemeral phenomena of reality and reveals the hidden connection between factual information and imaginative interpretation. Introducing design inquiry into edusemiotics not only encourages scholars to bridge the gap between theoretical investigations and practical applications but, more significantly, also turns their attention to the development of their capacity to becoming andragogical agents of change. [ABSTRACT FROM AUTHOR]