Professor Elvia Palacios Barrera studied a Bachelor's Degree in Graphic Communication Design, Master's Degree in Teaching and Administration of Higher Education from the Colegio de Estudios de Posgrado de la Ciudad de México. Diploma "Computers for Designers", by the Universidad Autónoma Metropolitana (UAM) Azcapotzalco Campus and Diploma "Active Teaching in the Classroom of the Future" by the Universidad Nacional Autónoma de México (UNAM), more than 40 refresher courses and teacher training.

The research work focuses on the topic of higher education, especially design education, and how it has been impacted by the accelerated social, economic and technological changes, now students must develop new skills to be competent in a global world.

This represents a great challenge and implies changes in their training, today design students must develop, among others: the ability to solve complex problems; the ability to coordinate with others (and work collaboratively), as well as critical thinking and creativity. In other words, they must acquire flexible knowledge that will enable them to successfully face the changing environment.

The good management of specific didactics can favor learning processes.
If teaching strategies are added to the above, in which the teacher reflects, plans and analyzes the possible results, aiming at achieving significant learning, then environments conducive to their formation will be created.

By doing the analysis through action-research in the classroom, the process allows to know first hand the result, having the flexibility to make the necessary adjustments and obtain a better result.

Didactic strategies are necessary and valuable tools to improve not only the teaching and learning processes but also the teaching practice in the university context.

In the classroom, progress has been made in the creative development of first-year students by improving visualization processes. In addition to designing playful didactic strategies or based on the Design Thinking methodology, in more advanced trimesters.

The application of the results of this research has promoted the development of cognitive and metacognitive skills by students, and reflective and enriching teaching practices that have been shared in different spaces, national and international congresses.