Design Thinking as an Innovative Strategy in Subject Projects: Experience at the University of Managua

Abstract

In contemporary higher education, the search for methodologies that stimulate creative thinking and active student participation occupies a central place in pedagogical reflection. This article systematizes the experience of the University of Managua in incorporating Design Thinking as a methodological strategy within the final project of the course National Identity and Patriotic Pride. The research adopted a qualitative approach with a multiple case study design; participants included teachers, academic authorities, and first-year students from nine programs, with a total enrollment of 931 learners. Data collected through interviews, focus groups, participant observation, and document analysis reveal notable progress in student motivation, teamwork, and the capacity to identify problems in the Nicaraguan cultural environment and propose concrete solutions. The experience leads to the conclusion that Design Thinking fosters the development of key professional competencies and helps establish a culture of innovation from the earliest years of university training.