Abstract
University education in digital graphics and design should equip students with the conceptual, analytical, and creative skills necessary to adapt to an evolving industry. However, many current curricula prioritise software training, leading to vendor lock-in and a narrow focus on technical proficiency rather than design thinking. This paper critically examines the limitations of a tool-centric approach and argues for a pedagogical shift towards a software-agnostic, research-backed, and industry-integrated curriculum. By analysing a first-year university module, we identify key gaps, including an overemphasis on Adobe software tutorials, a lack of design fundamentals, limited opportunities for creative exploration, and an inadequate assessment strategy that prioritises rote learning over critical engagement. We propose an alternative model that scaffolds learning through interdisciplinary research, industry collaboration, and reflective practice. Key recommendations include incorporating real-world design briefs, competitions, group projects, and student-led research to foster autonomy, problem-solving, and future-ready skills. This research contributes to the discourse on design education by advocating for an approach that emphasises adaptability, creativity, and critical thinking. As emerging technologies like AI and Figma reshape the field, it is essential that design education evolves beyond software instruction to nurture resilient, reflective, and innovative designers.
Presenters
Gerald KennedyLecturer in Computing and Digital Media, Computer Science and Applied Physics, Atlantic Technological University (ATU) Galway City, Galway, Ireland
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Education, Critical Thinking, Creativity, Software-Agnostic Learning, Industry
