In an educational context undergoing profound change, marked by the complexity of knowledge and pedagogical approaches, this study analyzes the integration of Design Thinking into the project workshop in spatial design, exploring its potential as a trans disciplinary and transformative lever. The method combines the classical phases of the project (approach, research, completion) with the stages of Design Thinking (empathy, definition, ideation, prototyping, testing). This methodological hybridization is examined through an immersive, reflective, and collaborative pedagogy. The results show that the workshop becomes a dynamic space where students learn to think, act, and adjust simultaneously. This process fosters the development of transversal skills such as creativity, empathy, and agility, while redefining the contours of design education. In conclusion, integrating Design Thinking into the project methodology workshop contributes to transforming knowledge and pedagogical practices in design, strengthening the trans-disciplinary dimension, and paving the way for sustainable educational innovation.