Pedagogy in graphic design
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Graphic design methodologies; research approaches; trends; academic studies; creative processes.
This study presents a systematic analysis of scientific and academic literature related to pedagogy in graphic design, aiming to identify the main trends, methodological approaches, and theoretical contributions that define this emerging field within higher education. The research was based on a review of 117 documents retrieved from specialized databases such as Consensus, Web, and Google Scholar, of which 15 met the inclusion and exclusion criteria established for detailed examination. The results reveal a significant increase in academic production on pedagogical approaches applied to graphic design between 2021 and 2025, reflecting a growing concern for strengthening teaching and learning processes in this discipline. The categorization of the selected documents identified four main lines of research: educational innovation, teaching practice and curriculum, theoretical-pedagogical approach, and comprehensive designer training. Among these, educational innovation stands out as the most prominent category, characterized by the implementation of active methodologies such as project-based learning and design thinking that promote student autonomy, creativity, and critical thinking.
The findings indicate that pedagogy in graphic design is in a phase of theoretical consolidation, predominantly composed of exploratory and descriptive studies, with limited empirical or experimental research assessing the pedagogical impact on creative and cognitive competence development. Nevertheless, recent advances demonstrate a progressive shift toward interdisciplinary integration, combining pedagogy, learning psychology, visual communication, and digital technologies to construct a more comprehensive and contextualized framework for designer education. Significant research gaps were identified, particularly in the systematization of specific pedagogical models for graphic design and in the pedagogical training of educators in this field. Consequently, it is recommended to strengthen applied research and scientific production to establish reference frameworks that connect learning theory with design practice and communication processes.
Abusafieh, S. F. (2022). An interdisciplinary reflective approach to promote architectural design pedagogy: animating basic design principles by music visualizer. Open House International, 47(4), 638-656. Emerald
Al-Nawaiseh, S. J., Alkasasbeh, W., & Al-Said, K. (2025). The effectiveness of using graphic design programs in enhancing visual thinking skills among educational technology students in Jordan. International Journal of Innovative Research and Scientific Studies, 8(1), 1404-1411. https://www.ijirss.com/index.php/ijirss/article/view/4637
Alhajri, S. (2016). The Effectiveness of Teaching Methods Used in Graphic Design Pedagogy in Both Analogue and Digital Education Systems. Universidad Journal of Educational Research. ERIC
Alvarado, L. F. (2025). Design thinking as an active teaching methodology in higher education (Revisión sistemática). Frontiers in Education. Frontiers
Arias Camacho, Á. G., Villamar Coloma, M. A., & Bravo Pino, A. M. (2021). Estrategias de enseñanza aprendizaje para desarrollar competencias en la asignatura de diseño editorial. Ciencia Latina Revista Científica Multidisciplinar, 5(5), 6932-6940. DOI: 10.37811/cl_rcm.v5i5.822 Ciencia Latina
Barrientos Monsalve, E. J., Velásquez-Carrasca, B. L., & Hoyos-Patiño, J. F. (2021). Contemporaneidad de las corrientes del pensamiento en los paradigmas de investigación. Aglala, 12(S1), 163–181. Recuperado a partir de https://revistas.curn.edu.co/index.php/aglala/article/view/2128
Barrientos-Monsalve Ender José, Sotelo-Barrios Mauricio Enrique y Hoyos-Patiño Johann Fernando (2023). METODOLOGÍA DE LA INVESTIGACIÓN. Guía práctica para la formulación de proyectos de investigación con ejemplos en áreas de administración y diseño. Primera edición. Ocaña, Norte de Santander: Universidad Francisco de Paula Santander; Bogotá: Ecoe Ediciones, 100 páginas. ISBN 978-958-503-827-1 (impreso) -- 978-958-503-828-8 (digital) https://n9.cl/36lba
Bayona - Boneth, Y., Palencia - Boneth, L. Y. ., Hoyos - Patiño, J. F., Velásquez - Carrascal, B. L. ., y Garcia - Quintero, C. L. . (2023). Tendencias actuales del Packaging en los productos agropecuarios. Revista Científica Profundidad Construyendo Futuro, 18(18), 37–48. https://doi.org/10.22463/24221783.3837
Calderón, D. (2023). Influencia de la Informática en el Diseño Gráfico: Un análisis en el contexto ecuatoriano. Investigación, Tecnología e Innovación, 15(20), 1–12. https://doi.org/10.53591/iti.v15i20.1858 AmeliCA
Cherniavskyi, T. (2023). Interdisciplinary approach to teaching graphic design for future teachers of labor education in the context of IT education. Ukrainian Professional Education, 8(2), 57-64. Ukrainian Professional Education
Ellmers, G. (2017). Connecting Learning from the Graphic Design Project with Thinking about Approaches to Design Practice. Art, Design & Communication in Higher Education, 16(1), 69-82. https://intellectdiscover.com/content/journals/10.1386/adch.16.1.69_1
Espinosa Valencia, I. (2025). Aporte del diseño gráfico en el desarrollo de un material didáctico para la enseñanza de conceptos básicos (Proyecto de grado). Universidad Autónoma de Occidente. https://hdl.handle.net/10614/16338 Red UAO Home
López-Cruz, E. Y., González-Bello, E. O., López-González, R., & Estévez-Nénninger, E. H. (2025).}
Estrategias de enseñanza para fomentar la fluidez y la originalidad en diseño gráfico: el caso de dos universidades del Norte de México. Revista Grafica (EP). DOI: 10.5565/rev/grafica.436 Servei de Publicacions de la UAB
García Cordero, M. S., & Buitrago López, Y. C. (2023). Enseñanza y aprendizaje del Diseño Gráfico desde el paradigma de la complejidad. Interdisciplinaria, 40(1), 301-317. https://doi.org/10.16888/interd.2023.40.1.18 Redalyc+1
Gómez-Martín, Á., Pérez-Valero, M., & González-Yebra, Ó. (2023). Aprendizaje híbrido del diseño gráfico mediante una propuesta sostenible enfocada a la maquetación y presentación de proyectos. Grafica, 11(22), 195–208. https://doi.org/10.5565/rev/grafica.251 Servei de Publicacions de la UAB
Gonzales, S. (2015). El diseño gráfico y sus profesionales. Retos y definiciones. https://www.tdx.cat/bitstream/handle/10803/373908/SGM_TESIS.pdf?sequence=1
Guaman-Quintanilla, S., Chiluiza, K., Everaert, P., & Valcke, M. (2023). Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity. International Journal of Technology and Design Education, 33, 217-240. SpringerLink
Han, J., Park, D., Hua, M., Childs, P. R. N., et al. (2022). Is group work beneficial for producing creative designs in STEM design education? Educare (o similar)
He, L. (2023). Project-oriented teaching methods in graphic design of secondary vocational education. Journal of Educational Technology and Innovation, 5(3). Scilight Press
Hoyos-Patiño, J. F. (2024). Guía presentación documento (Metodología de Investigación, Diseño Gráfico FESC-Ocaña). https://doi.org/10.13140/RG.2.2.19912.33288
Interdisciplinaria. (2023). Enseñanza y aprendizaje del Diseño Gráfico desde el paradigma de la complejidad. Volumen 40, número 1, pp. 301-317. DOI: 10.16888/interd.2023.40.1.18 Redalyc+1
Kotb, A. A. A. (2022). The Impact of Interdisciplinary Teaching within Interior and Graphic Design on Enhancing the Creative Design Skills of Architecture Students. Alexandria University. mjaf.journals.ekb.eg
Lee, J. H., & Ostwald, M. J. (2022). «The relationship between divergent thinking and ideation in the conceptual design process». En estudios de diseño conceptual. papers.cumincad.org+1
Patiño, J. F. H., Carrascal, B. L. V., Bautista, D. R., & Díaz, N. G. (2023). Impacto transformador de la inteligencia artificial y aprendizaje autónomo en la producción agropecuaria: un enfoque en la sostenibilidad y eficiencia. Formación Estratégica, 7(1), 40-55. https://formacionestrategica.com/index.php/foes/article/view/111
Ramli, H., Ibrahim, N., & Prasetyaningrum, P. (2024). Graphic Design and Education: A Systematic Review on The Evolution, Diverse Aspects, Innovations in Teaching Methods, and Interconnected Changes in Design. Journal of ICT in Education, 11(2), 4. ojs.upsi.edu.my
Samaniego, M., Usca, N., Salguero, J., & Quevedo, W. (2024). Creative Thinking in Art and Design Education: A Systematic Review. Education Sciences, 14(2), 192. MDPI
Suárez-Carballo, F. (2020). La enseñanza del diseño gráfico en los grados españoles vinculados a la comunicación publicitaria: perfil del profesorado, métodos docentes y competencias tecnológicas. Grafica, 8(15), 33-42. DOI: 10.5565/rev/grafica.170 Servei de Publicacions de la UAB
Suárez, R. G., Rodríguez, L. A. J., & Patiño, J. F. H. (2024). Edificación y pilar social: educación transformadora y equitativa. https://doi.org/10.59899/edi-pila, https://www.researchgate.net/profile/Ramiro-Suarez/publication/384043947_Edificacion_y_pilar_social_educacion_transformadora_y_equitativa/links/66e5fd3e2390e50b2c8d73a9/Edificacion-y-pilar-social-educacion-transformadora-y-equitativa.pdf
Taimur, S. (2022). Design thinking as digital transformative pedagogy in higher education. [Artículo]. ScienceDirect
Velásquez Carrascal, B. L., Hoyos Patiño, J. F. ., Hernández Villamizar, D. A., Sayado Velasquez, L. N., Sayago Velásquez, J. E., & Vargas Yuncosa, J. A. (2020). (DIE) - MODELO PARA EL DISEÑO DE IDEAS DE EMPRENDIMIENTO. Revista Facultad De Ciencias Agropecuarias -FAGROPEC, 12(1), 52–64. https://doi.org/10.47847/fagropec.v12n1a5
Wieringa, R., Maiden, N., Mead, N., & Rolland, C. (2006). Requirements engineering paper classification and evaluation criteria: A proposal and a discussion. Requirements Engineering, 11(1), 102–107. https://doi.org/10.1007/S00766-005-0021-6/METRICS
Duarte Arias, D.A. and Ortega Chacón, O. 2022. Inteligencia artificial: retos y desafíos de la ética laboral en la sociedad tecnológica. Mundo FESC. 12, S3 (Dec. 2022), 266–280. DOI:https://doi.org/10.61799/2216-0388.1458.
Jaramillo-Benítez, J. ., Rincón-Leal, O. L., & Rincón-Leal, J. F. (2021). Uso de las TIC para la enseñanza de las leyes de newton en estudiantes universitarios. Mundo FESC, 11(s4), 30-38. https://doi.org/10.61799/2216-0388.931
Pacheco-Sánchez, C. A., Arévalo-Ascanio, J. G., & Navarro-Claro, G. T. (2020). Incidencia del uso de las TIC en los resultados académicos. Mundo FESC, 10(20), 143-155. https://doi.org/10.61799/2216-0388.749
This study presents a systematic analysis of scientific and academic literature related to pedagogy in graphic design, aiming to identify the main trends, methodological approaches, and theoretical contributions that define this emerging field within higher education. The research was based on a review of 117 documents retrieved from specialized databases such as Consensus, Web, and Google Scholar, of which 15 met the inclusion and exclusion criteria established for detailed examination. The results reveal a significant increase in academic production on pedagogical approaches applied to graphic design between 2021 and 2025, reflecting a growing concern for strengthening teaching and learning processes in this discipline. The categorization of the selected documents identified four main lines of research: educational innovation, teaching practice and curriculum, theoretical-pedagogical approach, and comprehensive designer training. Among these, educational innovation stands out as the most prominent category, characterized by the implementation of active methodologies such as project-based learning and design thinking that promote student autonomy, creativity, and critical thinking.
The findings indicate that pedagogy in graphic design is in a phase of theoretical consolidation, predominantly composed of exploratory and descriptive studies, with limited empirical or experimental research assessing the pedagogical impact on creative and cognitive competence development. Nevertheless, recent advances demonstrate a progressive shift toward interdisciplinary integration, combining pedagogy, learning psychology, visual communication, and digital technologies to construct a more comprehensive and contextualized framework for designer education. Significant research gaps were identified, particularly in the systematization of specific pedagogical models for graphic design and in the pedagogical training of educators in this field. Consequently, it is recommended to strengthen applied research and scientific production to establish reference frameworks that connect learning theory with design practice and communication processes.
Abusafieh, S. F. (2022). An interdisciplinary reflective approach to promote architectural design pedagogy: animating basic design principles by music visualizer. Open House International, 47(4), 638-656. Emerald
Al-Nawaiseh, S. J., Alkasasbeh, W., & Al-Said, K. (2025). The effectiveness of using graphic design programs in enhancing visual thinking skills among educational technology students in Jordan. International Journal of Innovative Research and Scientific Studies, 8(1), 1404-1411. https://www.ijirss.com/index.php/ijirss/article/view/4637
Alhajri, S. (2016). The Effectiveness of Teaching Methods Used in Graphic Design Pedagogy in Both Analogue and Digital Education Systems. Universidad Journal of Educational Research. ERIC
Alvarado, L. F. (2025). Design thinking as an active teaching methodology in higher education (Revisión sistemática). Frontiers in Education. Frontiers
Arias Camacho, Á. G., Villamar Coloma, M. A., & Bravo Pino, A. M. (2021). Estrategias de enseñanza aprendizaje para desarrollar competencias en la asignatura de diseño editorial. Ciencia Latina Revista Científica Multidisciplinar, 5(5), 6932-6940. DOI: 10.37811/cl_rcm.v5i5.822 Ciencia Latina
Barrientos Monsalve, E. J., Velásquez-Carrasca, B. L., & Hoyos-Patiño, J. F. (2021). Contemporaneidad de las corrientes del pensamiento en los paradigmas de investigación. Aglala, 12(S1), 163–181. Recuperado a partir de https://revistas.curn.edu.co/index.php/aglala/article/view/2128
Barrientos-Monsalve Ender José, Sotelo-Barrios Mauricio Enrique y Hoyos-Patiño Johann Fernando (2023). METODOLOGÍA DE LA INVESTIGACIÓN. Guía práctica para la formulación de proyectos de investigación con ejemplos en áreas de administración y diseño. Primera edición. Ocaña, Norte de Santander: Universidad Francisco de Paula Santander; Bogotá: Ecoe Ediciones, 100 páginas. ISBN 978-958-503-827-1 (impreso) -- 978-958-503-828-8 (digital) https://n9.cl/36lba
Bayona - Boneth, Y., Palencia - Boneth, L. Y. ., Hoyos - Patiño, J. F., Velásquez - Carrascal, B. L. ., y Garcia - Quintero, C. L. . (2023). Tendencias actuales del Packaging en los productos agropecuarios. Revista Científica Profundidad Construyendo Futuro, 18(18), 37–48. https://doi.org/10.22463/24221783.3837
Calderón, D. (2023). Influencia de la Informática en el Diseño Gráfico: Un análisis en el contexto ecuatoriano. Investigación, Tecnología e Innovación, 15(20), 1–12. https://doi.org/10.53591/iti.v15i20.1858 AmeliCA
Cherniavskyi, T. (2023). Interdisciplinary approach to teaching graphic design for future teachers of labor education in the context of IT education. Ukrainian Professional Education, 8(2), 57-64. Ukrainian Professional Education
Ellmers, G. (2017). Connecting Learning from the Graphic Design Project with Thinking about Approaches to Design Practice. Art, Design & Communication in Higher Education, 16(1), 69-82. https://intellectdiscover.com/content/journals/10.1386/adch.16.1.69_1
Espinosa Valencia, I. (2025). Aporte del diseño gráfico en el desarrollo de un material didáctico para la enseñanza de conceptos básicos (Proyecto de grado). Universidad Autónoma de Occidente. https://hdl.handle.net/10614/16338 Red UAO Home
López-Cruz, E. Y., González-Bello, E. O., López-González, R., & Estévez-Nénninger, E. H. (2025).}
Estrategias de enseñanza para fomentar la fluidez y la originalidad en diseño gráfico: el caso de dos universidades del Norte de México. Revista Grafica (EP). DOI: 10.5565/rev/grafica.436 Servei de Publicacions de la UAB
García Cordero, M. S., & Buitrago López, Y. C. (2023). Enseñanza y aprendizaje del Diseño Gráfico desde el paradigma de la complejidad. Interdisciplinaria, 40(1), 301-317. https://doi.org/10.16888/interd.2023.40.1.18 Redalyc+1
Gómez-Martín, Á., Pérez-Valero, M., & González-Yebra, Ó. (2023). Aprendizaje híbrido del diseño gráfico mediante una propuesta sostenible enfocada a la maquetación y presentación de proyectos. Grafica, 11(22), 195–208. https://doi.org/10.5565/rev/grafica.251 Servei de Publicacions de la UAB
Gonzales, S. (2015). El diseño gráfico y sus profesionales. Retos y definiciones. https://www.tdx.cat/bitstream/handle/10803/373908/SGM_TESIS.pdf?sequence=1
Guaman-Quintanilla, S., Chiluiza, K., Everaert, P., & Valcke, M. (2023). Impact of design thinking in higher education: a multi-actor perspective on problem solving and creativity. International Journal of Technology and Design Education, 33, 217-240. SpringerLink
Han, J., Park, D., Hua, M., Childs, P. R. N., et al. (2022). Is group work beneficial for producing creative designs in STEM design education? Educare (o similar)
He, L. (2023). Project-oriented teaching methods in graphic design of secondary vocational education. Journal of Educational Technology and Innovation, 5(3). Scilight Press
Hoyos-Patiño, J. F. (2024). Guía presentación documento (Metodología de Investigación, Diseño Gráfico FESC-Ocaña). https://doi.org/10.13140/RG.2.2.19912.33288
Interdisciplinaria. (2023). Enseñanza y aprendizaje del Diseño Gráfico desde el paradigma de la complejidad. Volumen 40, número 1, pp. 301-317. DOI: 10.16888/interd.2023.40.1.18 Redalyc+1
Kotb, A. A. A. (2022). The Impact of Interdisciplinary Teaching within Interior and Graphic Design on Enhancing the Creative Design Skills of Architecture Students. Alexandria University. mjaf.journals.ekb.eg
Lee, J. H., & Ostwald, M. J. (2022). «The relationship between divergent thinking and ideation in the conceptual design process». En estudios de diseño conceptual. papers.cumincad.org+1
Patiño, J. F. H., Carrascal, B. L. V., Bautista, D. R., & Díaz, N. G. (2023). Impacto transformador de la inteligencia artificial y aprendizaje autónomo en la producción agropecuaria: un enfoque en la sostenibilidad y eficiencia. Formación Estratégica, 7(1), 40-55. https://formacionestrategica.com/index.php/foes/article/view/111
Ramli, H., Ibrahim, N., & Prasetyaningrum, P. (2024). Graphic Design and Education: A Systematic Review on The Evolution, Diverse Aspects, Innovations in Teaching Methods, and Interconnected Changes in Design. Journal of ICT in Education, 11(2), 4. ojs.upsi.edu.my
Samaniego, M., Usca, N., Salguero, J., & Quevedo, W. (2024). Creative Thinking in Art and Design Education: A Systematic Review. Education Sciences, 14(2), 192. MDPI
Suárez-Carballo, F. (2020). La enseñanza del diseño gráfico en los grados españoles vinculados a la comunicación publicitaria: perfil del profesorado, métodos docentes y competencias tecnológicas. Grafica, 8(15), 33-42. DOI: 10.5565/rev/grafica.170 Servei de Publicacions de la UAB
Suárez, R. G., Rodríguez, L. A. J., & Patiño, J. F. H. (2024). Edificación y pilar social: educación transformadora y equitativa. https://doi.org/10.59899/edi-pila, https://www.researchgate.net/profile/Ramiro-Suarez/publication/384043947_Edificacion_y_pilar_social_educacion_transformadora_y_equitativa/links/66e5fd3e2390e50b2c8d73a9/Edificacion-y-pilar-social-educacion-transformadora-y-equitativa.pdf
Taimur, S. (2022). Design thinking as digital transformative pedagogy in higher education. [Artículo]. ScienceDirect
Velásquez Carrascal, B. L., Hoyos Patiño, J. F. ., Hernández Villamizar, D. A., Sayado Velasquez, L. N., Sayago Velásquez, J. E., & Vargas Yuncosa, J. A. (2020). (DIE) - MODELO PARA EL DISEÑO DE IDEAS DE EMPRENDIMIENTO. Revista Facultad De Ciencias Agropecuarias -FAGROPEC, 12(1), 52–64. https://doi.org/10.47847/fagropec.v12n1a5
Wieringa, R., Maiden, N., Mead, N., & Rolland, C. (2006). Requirements engineering paper classification and evaluation criteria: A proposal and a discussion. Requirements Engineering, 11(1), 102–107. https://doi.org/10.1007/S00766-005-0021-6/METRICS
Duarte Arias, D.A. and Ortega Chacón, O. 2022. Inteligencia artificial: retos y desafíos de la ética laboral en la sociedad tecnológica. Mundo FESC. 12, S3 (Dec. 2022), 266–280. DOI:https://doi.org/10.61799/2216-0388.1458.
Jaramillo-Benítez, J. ., Rincón-Leal, O. L., & Rincón-Leal, J. F. (2021). Uso de las TIC para la enseñanza de las leyes de newton en estudiantes universitarios. Mundo FESC, 11(s4), 30-38. https://doi.org/10.61799/2216-0388.931
Pacheco-Sánchez, C. A., Arévalo-Ascanio, J. G., & Navarro-Claro, G. T. (2020). Incidencia del uso de las TIC en los resultados académicos. Mundo FESC, 10(20), 143-155. https://doi.org/10.61799/2216-0388.749
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