IDENTIFYING AND VALIDATING SUSTAINABLE DEVELOPMENT GOALS-RELATED KEY COMPETENCIES IN UNDERGRADUATE GRAPHIC DESIGN EDUCATION

Abstract

In contemporary higher education, aligning student competencies with sustainable development goals (SDGs) is crucial for enhancing their employability. This necessity extends to graphic design undergraduate programs, pivotal in nurturing designers capable of addressing global sustainability challenges. Using a mixed-methods approach, this study aims to outline essential competencies for graphic design undergraduates pertinent to the SDGs. The research commenced with a systematic review of fourteen seminal articles, leading to the initial identification of fifty-eight key competencies. Subsequently, a Delphi study involving 44 graphic design experts validated these competencies. This iterative process refined the list, excluding twenty-seven competencies and affirming thirty one as critical. These validated competencies were categorized into four groups: Systemic, Performance, Contextual, and Global. The study's findings provide valuable insights for graphic design educators and industry employers, illuminating competencies essential for addressing sustainability challenges. Furthermore, this research contributes to academic discourse by offering a structured framework for integrating SDG-related competencies into graphic design education. This facilitates the development of designers proficient not only in their craft but also in sustainability imperatives. Our aim is to enhance pedagogical strategies and inform curriculum development in graphic design education, aligning them with evolving professional demands and sustainable development objectives. Keywords: key competencies, SDG, design education, sustainability, Delphi method, systematic review, graphic design