The introduction of research-based thinking into architectural design courses helps to systematically enhance students’ problem awareness, critical thinking, and innovation ability. Previous studies have mostly focused on theoretical analysis, with a lack of empirical research incorporating multi-stakeholder feedback and limited exploration of future integration pathways. A review was conducted on the training of design thinking and research-based thinking in architectural design courses, and the possibility of integrating the two modes of thinking was examined. Semi-structured interviews were carried out with faculty members, graduates, and current students in a school of architecture. Based on the findings, it is proposed that research-based thinking training be implemented in the first semester of the second undergraduate year and the second semester of the fourth year, in order to promote a “research in design” training module and to realize a progressive development of research ability from foundational learning to the final graduation design.