Educational innovation has become a priority strategy in higher education, motivated by the need to adapt teaching-learning processes to the demands of the socio-technical context and to the characteristics of a contemporary student body eager for new experiences. Universities promote the use of disruptive pedagogical approaches that integrate active methodologies and enhance increasingly required digital competencies. This case study located in Ecuador, reports significant experiences applied in the Project Presentation course of the Product Design career, whose learning outcome (RDA) involves using digital tools through a specialized vector drawing software. A methodology of technological hybridization that integrates analog and digital tools is shown. The methodology (LUE) is composed of three phases with interconnected and sequential academic activities that involve searching for information (Look-up), using tools (Use) and generating emotions (Emotions). The results highlight that the synergy between all phases enhances student performance and the achievement of RDA. Technical projects are humanized and the development of essential soft skills in techno-creative work environments is promoted.