Several traditional learning models in contemporary education have become outdated, prompting a transformation in the lecturer-student dynamic. Modern students increasingly seek interactive learning experiences, practical work, enhanced communication, and opportunities to express their opinions. However, a significant barrier to creativity and expression remains the fear of negative reactions from lecturers. The course in the Master study of Business Economics at the University of the North, named "Disruptive Innovation and Design Thinking" represents a progressive approach to education, equipping students with comprehensive theoretical knowledge and practical skills. This course highlights the critical importance of innovation processes across various fields of study, particularly in addressing the challenges posed by the digital economy. As such, it has inspired the writing of this thesis. This thesis explores new problem-solving methodologies through the lens of the Design Thinking process, presenting innovative solutions to specific challenges. The research component includes qualitative research conducted during a course, structured as a workshop – focus group involving students enrolled in the course. The Design Thinking approach fosters creativity and encourages students to focus on solutions rather than obstacles. It enables the exploration of multiple alternatives, promotes collaboration with diverse individuals, and facilitates the creation of user-centric products. Consequently, including courses such as "Disruptive Innovation and Design Thinking" in the curriculum would be essential for preparing students to navigate and succeed in the evolving economic landscape.