Product design begins with research and analysis of reference objects created throughout history, which can enrich professional work. However, in recent years, there has been a growing trend among students to turn to digital platforms and artificial intelligence tools as their main sources of inspiration, guided by fashion or the visual appeal of images. This practice has led to a lack of reflective and conceptual depth in design processes.

With the aim of helping students to understand that history of design, far from being merely a theoretical knowledge, is an essential tool for creative and design processes in the field of industrial design, a collaborative learning experience has been developed in the subject Aesthetics and History of Design, taught in the Bachelor's Degree in Industrial Design and Product Development Engineering at the Higher Polytechnic School of Alcoy, belonging to the Polytechnic University of Valencia (UPV). This initiative seeks to connect historical and cultural knowledge with design practice, demonstrating how historical references can provide a solid foundation for addressing current challenges. The objectives, methodology, results and conclusions of this activity are presented in this article.

The experience is carried out in teams and consists of two consecutive phases. The first, called ‘Case Study,’ consists of a critical analysis of a product relevant to the history of industrial design and its creator, delving into the design strategies and criteria that allowed it to transcend the initial requirements. This analysis fosters the ability to understand, reinterpret, and criticise what already exists, with the aim of creating something new. The second phase, entitled ‘Object Project,’ involves the development of a conceptual proposal based on the knowledge acquired during the previous analysis. In this way, students must extract reflective and creative material from the historical object studied in order to address a new design problem adapted to the current context. The project must reflect the designer's social responsibility and their ability to contribute to people's well-being.

Both phases include the preparation of graphic and written documentation, as well as its public presentation to the entire class. This exercise allows students to experience the importance of communicating their work effectively, both orally and in writing, paying attention to graphic design as a fundamental tool of expression in the professional field.

The results obtained and the feedback from students reflect a high degree of satisfaction with this experience, which allows them to develop essential practical skills such as the management of documentary sources, research, analysis, synthesis applied to problem solving, and mastery of graphic languages.

In short, the activity aims to shape the culture, sensitivity and creativity of future designers, providing them with useful tools to tackle the challenges of design in the 21st century with a reflective, critical and innovative perspective.

Keywords: Design history, product development, problem solving, critical thinking, innovation.