Design Schools Through Design Theory

Technological progress and the mismatch between education and labor-market needs have led to an oversupply of courses and a reassessment of quality criteria. Drawing on the contemporary predominance of imagery and the digital transformation of design practice, this article examines the evolution of Visual Communication and Graphic Design programs at three internationally recognized institutions: the Glasgow School of Art, Parsons School of Design, and Pratt Institute. The purpose is to analyze the evolution of User Experience (UX) during the digital shift that occurred in Graphic Design and Visual Communication, comparing, precisely, that same UX applied to their schools’ curricula before and after digitalization. The study analyzes this evolution through the theoretical framework of Donald Norman’s concept of “reflective value” across two research dimensions: narrative and context, and interaction and participation. From this perspective, educational programs are understood as designed experiences whose quality depends not only on their curricular content but also on the relationships that they establish between students, educators, and institutions. Through UX theory, it is possible to achieve a more accurate conclusion about design and teaching adaptation in the context of digitalization, and the achievements of all the agents involved: students, educators, and institutions.