This paper reports on a formative experience carried out with incoming students of a post-secondary technical program in Informatics at a public institution, aiming to develop digital and professional competencies through the pedagogical use of LinkedIn. The intervention, structured as a three-day workshop grounded in Design Thinking principles, integrated moments of conceptual exploration, guided construction of professional profiles, and collaborative feedback activities. The study adopted a mixed-methods approach, combining Likert-scale questionnaires administered in the pre- and post-test, behavioral indicators collected from the platform, and thematic analysis of open-ended responses. The experience highlights the potential of active learning methodologies combined with digital technologies to promote inclusion, autonomy, and student agency in technical education.