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The use of new tools in the classroom has become a key strategy to promote more efficient and effective learning. In this study, we analyzed the impact of Design Thinking (DT) as a working tool on the learning of practical concepts in students of Vocational Training. A mixed methodology was employed, combining participant observation as a qualitative technique and a pre-post test questionnaire as a quantitative technique. The results revealed a significant increase in student motivation, as well as their ability to work in teams and improve individual learning. There was greater engagement and involvement of students in real problem-solving activities related to the development of a Curriculum Vitae (CV). DT provided an innovative pedagogical approach that fostered critical thinking, creativity, and reflection among students. These findings support the suitability of Design Thinking as an adaptable and flexible working method in the classroom, particularly in Vocational Training environments. The importance of customizing sessions according to group needs and considering socio-educational disadvantages to achieve successful implementation is emphasized. [ABSTRACT FROM AUTHOR]