Introduction: The current information and knowledge society has opened new opportunities in terms of innovation in university teaching with the implementation of the Bologna Plan in our classrooms. In this way, the influence and impact of teaching actions in the classroom can enable improvements in student learning not only at an academic level but also in their personal and psychological development. Therefore, the study focuses on determining the influence of an educational innovation project based on the development of didactic learning products through active methodologies and digital tools in the classroom on motivation and digital competence of the students. Method: The study was made up of 102 university students of the 1st Degree in Primary Education Teaching with ages between 18 and 22 years (M=18.58; SD=0.84) distributed in female gender (N=70; 68.62%) and gender male (N=32; 31.37%) in the mandatory subject of "Developmental Psychology". The instruments used were the Educational Motivation Scale (Núñez et al., 2010) and the Digital Competence Questionnaire for Future Teachers (Cabero-Almenara et al., 2020). Results: The results of the research revealed differences by gender in the means of the variables in addition to a substantial improvement in the levels of academic motivation and digital competence in future teachers. On the other hand, positive relationships were found between intrinsic motivations and digital competence, as well as behavioral patterns characterized by adaptive behaviors. Discussion and conclusions. The influence of the evaluated program on the improvement of the motivation and digital competence of future teachers is evident, as well as the characteristics of the innovation program in the creation of teaching materials through the use of digital tools in the classroom, training the new teacher. teachers in digital competence for their future professional praxis. [Note: The issue number (62) shown on the article is incorrect. The correct issue number is 63.]