The transformation of educational systems requires pedagogical approaches that move beyond the conventional format of learning by transmission of content. It is pressing to address the challenges deriving from the changing landscape of the workplace. Diverse, hybrid, technologically enhanced, focused on 21st century skills, and an advocate of innovation, the contemporary workplace requires a labour force that is prepared for these demands. Design thinking has been implemented in educational settings with significant success in the development and practice of creativity, problem-solving, critical thinking, resilience and other important transferable competences. This paper aims to explore the role of design thinking as an innovative pedagogical approach, by reporting on a study with undergraduate students that were asked to use design thinking on an innovation-based project. The students completed a pre-session and project questionnaire and a post-session and project questionnaire to assess their experience, having reported important progress and significant learning benefits from the incorporation of design thinking. Design thinking imported structure and method into the problem-solving process and endowed it with empathy, allowing the students to have a better understanding of the human perspective of the problem. [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA) (22nd, Porto, Portugal, November 1-3, 2025)," see ED677812.]