Transformative pedagogy and visual Literacy: reframing art and design student perspectives on sustainability with illustrated infographics

Abstract

This study explores the integration of key Transformative Learning Theory (TLT) principles into design education to foster Visual Literacy (VL) and promote awareness of environmental issues among undergraduate students. Through thematic analysis of 22 illustrated infographics, ideation sketches and supporting textual data created by art and design students, the study examines patterns and insights related to perspective transformation, critical reflection, and visual writing skills. Findings reveal pedagogical efficacy when prompting students to explore counter-narratives to the prevailing negative zeitgeist, resulting in perspective transformation and critical reflection of the design process. In turn, this perspective shift and critical reflection fostered the development of students’ abilities to convey complex ideas visually, thus broadening their visual vocabulary to advocate for positive change. Three main categories were considered: Critical Reflection, Perspective Transformation, and Visual Writing Skills, and six sub-categories were identified: Implicit Reflection, Paradigm Shift, Alternative Narratives, Rhetorical Concepts, Intentional Visual-Verbal Communication, and Emotional Visual Language. Implications for scholars include insights into curriculum development and the promotion of ethical and sustainable design practices, while pragmatic applications for faculty offer actionable recommendations for enhancing teaching practices. The study underscores the importance of ethical considerations, diverse perspectives, and real-world applications in nurturing students’ growth as innovative, ethical and sustainable designers.

Keywords:

• Infographics
• design pedagogy
• transformative learning theory
• visual communication
• sustainable cities and communities

Acknowledgements

We would like to thank the student cohort of the DV2002 Illustration for Designers course at the School of Art, Design and Media at Nanyang Technological University in Singapore for their hard work and dedication to exploring sustainable design practices. We would also like to thank Ms Natalie Seisser, Founder and Creative Director of anewkind.studio for her valuable advice and support on this project.

Ethical approval

Ethics approval for this research was granted by NTU-IRB-2023-948.

Disclosure statement

No potential conflict of interest was reported by the author(s).