Author ORCID Identifier

Jesvin Puay-Hwa Yeo: https://orcid.org/0000-0002-5370-0823

Abstract

The paper seeks to discuss how visual communication design education could be improved by incorporating transdisciplinary learning within design curriculum and providing lifelong training to professional designers and design educators. A review of literature indicates that design education needs to be adapted to allow future designers to solve the gradually complex design problems and work in non-design industries. In fact, design education needs to extend design knowledge to non-design disciplines to enable more people to generate innovation to work-related problems. On this basis, it is recommended that design education should offer graphic designers the opportunity to master skills and knowledge of other disciplines, such as marketing and technology. New design courses should be formulated to meet the unique requirements of teaching applied design in a wider context and for broader audiences. Further research is needed to identify other factors that could strengthen the integration of design skills with non-design knowledge.

Keywords:

Visual communication design, transdisciplinary learning, lifelong training, design education

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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Aug 11th, 12:00 AM

Exploring transdisciplinary learning and lifelong training in visual communication design education

The paper seeks to discuss how visual communication design education could be improved by incorporating transdisciplinary learning within design curriculum and providing lifelong training to professional designers and design educators. A review of literature indicates that design education needs to be adapted to allow future designers to solve the gradually complex design problems and work in non-design industries. In fact, design education needs to extend design knowledge to non-design disciplines to enable more people to generate innovation to work-related problems. On this basis, it is recommended that design education should offer graphic designers the opportunity to master skills and knowledge of other disciplines, such as marketing and technology. New design courses should be formulated to meet the unique requirements of teaching applied design in a wider context and for broader audiences. Further research is needed to identify other factors that could strengthen the integration of design skills with non-design knowledge.

 

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