Design Thinking has emerged as an innovative and transformative approach in the field of education, playing a significant role in redefining and implementing pedagogical practices. This paradigm has found particular relevance in the realm of Languages and their Technologies, offering a unique approach to enhance student learning and development. According to Arbex et al. (2014), in the context of Design Thinking, the creation process is systematically executed, meaning that the design approach is inherently incorporated into each phase of the customer journey, from the initial briefing to the completion and delivery of the project to the client. Each stage of Design Thinking is meticulously planned and influenced by the designer’s thinking, utilizing their experience and knowledge to develop a business reasoning logic. This process is outlined by a combination of analytical and intuitive thinking, enabling innovation across various areas of knowledge, including its application in the educational context, where it becomes a valuable tool for developing new teaching and learning approaches. Real-time interactivity facilitated by graphical interfaces plays a crucial role in digital learning environments. Design Thinking, as a humanistic approach to innovation and creativity, is highly relevant in education, as it is based on multidisciplinary principles that encompass engineering, design, arts, social sciences, and insights from the corporate world (Cavalvanti, 2014). This non-linear and cyclical process benefits from collaboration and understanding of students’ needs, promoting agile idea generation and the creation and evaluation of prototypes to enhance the quality of educational projects and develop new teaching strategies. Building on this idea, the main objective of this article is to evaluate the effectiveness of organizing and applying Design Thinking in the context of simulated jury activities, providing a detailed insight into this innovative approach. To achieve this goal, the study employs the methodologies of bibliographic research and case study. The investigation actively involves students enrolled in four classes of the second year of the New High School at Colégio Dehon in Tubarão, Santa Catarina, Brazil. Additionally, this article aims to substantiate the effectiveness of organizing and applying Design Thinking in simulated jury activities in the field of Languages and their Technologies, specifically in Writing. The results obtained not only validate the application of Design Thinking in educational practices but also highlight its relevance and transformative potential in how students approach learning. This study serves as an invitation for deep reflection on the need and benefits of incorporating Design Thinking in the educational landscape, not only to improve academic performance but also to cultivate problem-solving skills and creative thinking among students.