Strengthening Project-Based Learning in the Visual Communication Design Curriculum
DOI:
https://doi.org/10.61978/eduscape.v4i4.1498Keywords:
design curriculum revolution, visual communication, project-based learning, graphic design skillsAbstract
This study examines the integration of project-based learning (PjBL) into a Visual Communication Design (VCD) curriculum to enhance curriculum relevance and student readiness for the creative industries. Although PjBL has been widely recognized for improving learning outcomes, systematic integration into curriculum structures aligned with industry competency requirements remains underexplored. Using a qualitative descriptive approach, the study draws on an extensive literature review supplemented by curriculum document analysis, classroom observation reports, and a needs analysis reflecting student characteristics and industry expectations. Literature sources were drawn from journals, books, and educational policy documents published between 2018 and 2024, analyzed through thematic analysis involving open coding, theme categorization, and triangulation. The analysis identifies five core curriculum components essential for effective PjBL integration: (1) progressive learning phases across semesters, (2) authentic industry-oriented design projects, (3) collaborative and interdisciplinary learning activities, (4) ongoing formative and portfolio-based assessments, and (5) institutional support through digital infrastructure and faculty competency development. Based on these findings, the study proposes a PjBL curriculum framework that coherently maps learning outcomes, project deliverables, assessment strategies, and graduate competencies. Rather than asserting empirical effectiveness, this framework serves as a conceptual foundation for future implementation and validation studies, while offering practical guidance to higher education institutions aiming to develop industry-oriented design education
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