DESIGN THINKING APPLIED TO THE PLANNING OF INNOVATIVE EDUCATIONAL PROJECTS

Abstract

The present research investigates the application of Design Thinking as a methodological approach for planning innovative educational projects in the contemporary scenario. The debate focuses on the need to center the teaching process on the real needs of students, using empathy, ideation, and prototyping stages to create effective pedagogical solutions. Through a qualitative bibliographic analysis, the potential of active methodologies and gamification in structuring the classroom of the future is examined, where technology acts as a support for engagement. The results indicate that Design Thinking favors digital inclusion and the personalization of learning by allowing educators and students to collaborate in solving complex problems. The investigation highlights that the use of multimedia resources and accessible platforms enhances academic performance in various areas of knowledge. The reflections offered seek to subsidize the construction of disruptive proposals that respond to the challenges of inclusive education in the Brazilian digital era. The main authors used in this research are Verçosa et al. (2024), Abiorana et al. (2025), and Cabreira (2025).