Critically reflective practice in visual communication design teaching for higher education undergraduate program

Abstract

The study explores the impact of critical reflection on visual communication design teaching for undergraduate programs in Pakistan. Critical reflection is a self-initiated thinking tool with practical implications to improve teaching and professional practices. The qualitative phenomenological research included teachers and practitioners from the private and public sector, art and design institutions to learn about reflective practices in their lived experiences. Participants shared their teaching processes, experiences, critical incidents, and personal and social influences to analyze the significance of the critically reflective practice. Four significant themes emerged from the data; participants’ perception of critically reflective practice, its methods, significance and challenges. Critically reflective practice is a collective process and the insights gained from this process help teachers and professionals to transform and break routinized practices. It is not limited in its process and methods, for most of the participants, a suitable time for reflection is between semesters. Students’ assessment and design project evaluation is also a good time to reflect on teaching and learning. Though challenges in critically reflective practice are multifaceted external factors play a vital role in the development of critically reflective practice culture in academic institutions. Within the given research settings the study holds ample opportunities to explore critical reflection in visual communication design education.