As the processes/problems posed to students become more complex, structured methods that support the different phases, from problem identification to action plan creation, become more necessary. It is recommended to use a reference framework to guide students' innovation process, in which divergent activities (opening options/generating alternatives/creativity) alternate with convergent activities (filtering and selecting options/critical thinking) and concludes with an action plan (initiative). In this sense, the Triple Diamond model (Marin-Garcia et al., 2020) (Figure 1) offers a framework that can be applied in different contexts where innovation is intended through problem-solving or detecting and taking advantage of opportunities, either continuously (individually or through improvement groups) or even radically. The model is an extension and adaptation of the double diamond proposed by the British Design Council (Clune & Lockrey, 2014; Design Council, 2007; Tschimmel, 2012) and integrates ideas present in 3I model, HCD model, PDCA, DMAIC and 8D (Cheng & Chang, 2012; Scholtes et al., 2003; Suarez-Barraza & Rodriguez-Gonzalez, 2015; Tapping, 2008; Tschimmel, 2012).

The toolkit that can be used to support each of the activities is too broad and diverse (Clune & Lockrey, 2014; Tschimmel, 2012), and it is not the purpose of this script to list each one of them (see card X in annex), which, on the other hand, can be very specific in some cases, and in others, each team of teachers will have preferred tools already tested in their teaching context.