Pedagogy in graphic design

Abstract

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.