Teaching technical drawing to students of fine arts in 2001 is the beginning of an idea that seeks to integrate various fields of knowledge. Later, life's opportunities lead you to teach artistic matters to architects and engineers. After years of teaching different subjects in different universities, the idea of proposing a new method to integrate art into science and science into art arises. We do not want to teach these ideas separately, but we want to consider them as a whole: art and science can go hand in hand. After years of experience, we can propose a new method where art and science could merge into a single concept. This way of thinking is promoted, following the STEAM approach to learning, creating a scientific journal called ArDln (Art, Design and Engineering - ['a:rdi:n]) and spreading the research carried out during these years. Art, design and engineering must set the basis for a new way of understanding the teaching-learning process. It also must set up a way to face the challenges of the future, facing problems from the rationality of science and the creativity of art. Named after the scientific journal, ArDln becomes the method to involve students in the necessary integration of art and science through a constant dialog and critical thinking. Metaphorically, the method is made of a nucleus where other concepts can connect; it is like a molecule, with its bonds that result in a stable set but that can also grow and evolve. Throughout different educational innovation projects, different professors have worked together not only to promote this particular approach, but also to connect learning experiences to the real world. The project based learning projects proposed, dealing with Design Thinking, have also been an opportunity to deal with the professional world where in the end a recognized professional has evaluated their proposals. More and more we are looking for a method that connects with the professional world, where the student is a spectator as well as an actor in their learning period. We seek for a horizontal learning where teacher and student work together. Educational environments must leave the classical classroom; they must connect in a real way with the external world where at the end of their studies they must move with knowledge as well as with ease. We need to prepare them from the self-assessment as a useful and necessary tool once they leave their studies, understanding the importance of training them in a humanistic environment.