Fairness issues often remain hidden in digital systems, making them difficult to detect and even more difficult to address. In this study, we introduce a fairness-first Design Thinking (DT) approach to support addressing fairness concerns in software architecture (SA) design. We implemented our approach in a graduate-level course where students executed all steps of our DT approach as part of an assignment. We analyzed the assignment data to reflect on the implications for applying the DT approach in SA and teaching the DT approach in SA education. As a result of this study, we provide (i) a DT approach for SA, (ii) implications of the DT approach on handling fairness in both problem and solution spaces, and (iii) implications for education. Our reflections highlight that fairness theory and context identification are essential for a holistic, fairness-first design. We propose the use of composite views to address cross-cutting concerns such as fairness. In the future, we will update the course material to provide end-to-end fairness traceability in SA, helping students to understand how fairness concerns can be translated into actionable design decisions.