Journal of Graphic Engineering and Design

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Vol. 16 No. 4 (2025): JGED - December 2025
Professional paper

A framework of project-based learning (PBL) pedagogy for graphic design education

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  • Kanupriya Taneja
Kanupriya Taneja
Nirma University, Institute of Design, Ahmedabad, India
DOI: https://doi.org/10.24867/JGED-2025-4-025

Published 2025-11-28

abstract views: 0 // Full text article (PDF): 0


Keywords

  • project-based learning (PBL),
  • graphic design,
  • real-world projects,
  • authentic projects,
  • design pedagogy,
  • design education,
  • learning by doing
    • ...More
    Less

How to Cite

Taneja, K. (2025). A framework of project-based learning (PBL) pedagogy for graphic design education. Journal of Graphic Engineering and Design, 16(4), 25–36. https://doi.org/10.24867/JGED-2025-4-025

Copyright (c) 2025 © 2025 Authors. Published by the University of Novi Sad, Faculty of Technical Sciences, Department of Graphic Engineering and Design. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution license 4.0 Serbia

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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.

Article history: Received (May 16, 2024); Revised (March 20, 2025); Accepted (April 14, 2025)

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References

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