Abstract

The present study analyzes the relevance of the design thinking methodology, in English Design Thinking, a collaborative work strategy to maximize collective creativity, in university students of the second semester of the architecture career of the composition II subject, at the Technological University Metropolitan of Chile. The classes were taught remotely (on-line) during the pandemic caused by the coronavirus. The methodology is descriptive and the study is part of the approach of self-directed experience and field study from virtual scenarios, applying the stages: Empathize, define, devise, prototype and devise, which allowed enriching knowledge in education from teaching-learning, improving evidence of learning achievements. A questionnaire was applied to a sample of 104 students; as a result, 61 answers that show the understanding and support of the Design Thinking methodology from the technical and analytical to the architectural activities. The student body managed to develop creativity, systematization and technical skills through the application of research instruments that contribute to the creation of architectural composition projects, placing the social needs and hopes of the user or target audience at the center of decisions