Design Thinking has the potential to train the soft skills of preservice teachers who will need to continuously design their future towards sustainable education. However, Design Thinking is intrinsically complex, and managing its learning and projects with large groups is not straightforward, especially in remote situations such as COVID-19. From collaborative work among disciplines, this study introduces a Design Thinking-based board to improve the implementation and management of remote design projects. This board was applied with university-level preservice teachers who worked in teams to design instructional materials for preschool. We assessed the perception of the usefulness of the board by the preservice teachers and the teachers responsible for their training, using mixed methods in two consecutive courses. The board was perceived as helpful in developing design projects and improving collaborative learning. It was beneficial for the management, monitoring, and communication, enriching the project process and outcomes. From the achieved learning, we provide guidelines for designing and using these boards to aid educators and researchers in integrating Design Thinking and developing practical and sustainable solutions. This study contributes to the natural integration of Design Thinking and technology in preservice teachers’ education with a replicable and flexible process, improving the quality of education for future generations.

En los últimos años se ha incrementado el interés en formar a los alumnos en competencias transversales como la creatividad. Sin embargo, dicho enfoque no siempre se traduce a nivel práctico; porqué las escuelas no producen personas más creativas es una pregunta que actualmente no tiene respuesta. Un posible foco de actuación es el desarrollo de nuevos recursos que conecten a docentes y alumnos dentro del entorno educativo. En este artículo se presenta una experiencia de aprendizaje en el ámbito de secundaria a partir de una nueva metodología basada en el pensamiento de diseño, y destinada a contribuir en la formación de individuos más creativos. Se concluye que la metodología desarrollada se integra positivamente en el currículo, y es reconocida de gran ayuda para fomentar la creatividad en las escuelas. Asimismo, se evidencia la oportunidad que tiene el campo de la ingeniería de diseño en este y en otros posibles entornos educativos. Calavia Ferrández, Mª Belén; Blanco Bascuas, Teresa; Casas Nebra, Roberto