A framework of project-based learning (PBL) pedagogy for graphic design education.
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| Title: | A framework of project-based learning (PBL) pedagogy for graphic design education. |
|---|---|
| Authors: | Taneja, Kanupriya1 taneja.kanupriya@gmail.com |
| Source: | Journal of Graphic Engineering & Design (JGED). Dec2025, Vol. 16 Issue 4, p25-32. 8p. |
| Subjects: | Graphic design, Authentic learning, Action research, Information design, Project method in teaching, Portfolios in education, Instructional systems design, Student projects |
| Abstract: | Design programmes commonly employ project-based learning (PBL) in studio settings, emphasising hands-on learning through real-world projects. However, there are multiple practices in the name of PBL. There is confusion about what is and what is not PBL. Furthermore, real-world or authentic projects are integral to PBL but have no clear interpretations. Many studies inform about the advantages of real-world or authentic projects; however, very few about its integration into teaching and even fewer in graphic design education. This action research proposes a framework for the clarity and application of PBL in a graphic design studio class using a real-world design project. The proposed framework in the study derived from the work by Blumenfeld et al., 1991; Krajcik & Blumenfeld, 2005, shows the implementation of a real-world project for graphic design students—an area where the PBL research is scarce. Applied in a communication design course at an Indian university, the framework imparts structure, clarity, and alignment with curricular requirements. This approach ensures successful course completion with tangible outcomes, enriching students' portfolios. The study serves as a model for employing a comprehensive framework based on PBL, demystifies real-world or authentic projects and demonstrates how they can be tailored for holistic learning in graphic design education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Graphic Engineering & Design (JGED) is the property of Journal of Graphic Engineering & Design (JGED) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Engineering Source |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: egs DbLabel: Engineering Source An: 189923829 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A framework of project-based learning (PBL) pedagogy for graphic design education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Taneja%2C+Kanupriya%22">Taneja, Kanupriya</searchLink><relatesTo>1</relatesTo><i> taneja.kanupriya@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Graphic+Engineering+%26+Design+%28JGED%29%22">Journal of Graphic Engineering & Design (JGED)</searchLink>. Dec2025, Vol. 16 Issue 4, p25-32. 8p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Graphic+design%22">Graphic design</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+learning%22">Authentic learning</searchLink><br /><searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br /><searchLink fieldCode="DE" term="%22Information+design%22">Information design</searchLink><br /><searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Portfolios+in+education%22">Portfolios in education</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br /><searchLink fieldCode="DE" term="%22Student+projects%22">Student projects</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Design programmes commonly employ project-based learning (PBL) in studio settings, emphasising hands-on learning through real-world projects. However, there are multiple practices in the name of PBL. There is confusion about what is and what is not PBL. Furthermore, real-world or authentic projects are integral to PBL but have no clear interpretations. Many studies inform about the advantages of real-world or authentic projects; however, very few about its integration into teaching and even fewer in graphic design education. This action research proposes a framework for the clarity and application of PBL in a graphic design studio class using a real-world design project. The proposed framework in the study derived from the work by Blumenfeld et al., 1991; Krajcik & Blumenfeld, 2005, shows the implementation of a real-world project for graphic design students—an area where the PBL research is scarce. Applied in a communication design course at an Indian university, the framework imparts structure, clarity, and alignment with curricular requirements. This approach ensures successful course completion with tangible outcomes, enriching students' portfolios. The study serves as a model for employing a comprehensive framework based on PBL, demystifies real-world or authentic projects and demonstrates how they can be tailored for holistic learning in graphic design education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Graphic Engineering & Design (JGED) is the property of Journal of Graphic Engineering & Design (JGED) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.24867/JGED-2025-4-025 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 8 StartPage: 25 Subjects: – SubjectFull: Graphic design Type: general – SubjectFull: Authentic learning Type: general – SubjectFull: Action research Type: general – SubjectFull: Information design Type: general – SubjectFull: Project method in teaching Type: general – SubjectFull: Portfolios in education Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Student projects Type: general Titles: – TitleFull: A framework of project-based learning (PBL) pedagogy for graphic design education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Taneja, Kanupriya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 2217379X Numbering: – Type: volume Value: 16 – Type: issue Value: 4 Titles: – TitleFull: Journal of Graphic Engineering & Design (JGED) Type: main |
| ResultId | 1 |
