From theory to practice: A case study of integrating ethical and inclusive considerations in graphic design curriculum

Through the production of visual communication, graphic designers influence society; therefore, it is critical they develop a sense of social responsibility and the ability to work ethically and inclusively. A step toward this is the integration of design ethics considerations and inclusive design principles into their design process. Deep learning and knowledge transfer from graphic design education must prepare students for the profession.

This case study examines introducing these considerations and principles into a foundational studio course at Iowa State University. It explored how ethical considerations could be incorporated to increase students’ sense of responsibility; how studio-based learning opportunities, in concurrence with the design process, might increase students’ confidence to create ethical and inclusive designs; and how theoretical concepts related to design ethics might be effectively integrated in an engaging manner.

The study involved developing and implementing a curricular module that introduced ethical and inclusive learning outcomes, content, activities, and assessment methods. Pre- and post-module surveys were utilized to measure changes in students’ feelings of responsibility and confidence, while post-module surveys and field-note observations assessed the effectiveness and level of engagement of the module components.

Research findings show enhanced students’ sense of responsibility and confidence in creating ethical and inclusive image-based designs. The module content, activities, and assessment methods were found to be effective and engaging. Opportunities for improvement in future implementations and further research implications were identified, particularly the need for ongoing reinforcement throughout design education to deepen students’ learning and better prepare them for professional practice.