Reframing Graphic Design Education in Higher Education for the Age of AI: Global Issues, Evidence and Institutional Strategies

Abstract

The rapid rise of generative artificial intelligence (AI) is profoundly reshaping higher education across the globe particularly within creative disciplines like graphic design. AI-driven tools are now integral to ideation, visualization, and production processes, allowing for faster workflows, enhanced experimentation, and new modes of visual communication. Yet, this technological evolution also introduces complex pedagogical and institutional challenges. Many universities are grappling with curriculum obsolescence, as current programs often fail to cultivate the AI literacy and critical design-thinking skills demanded by the modern creative economy. Simultaneously, issues surrounding assessment integrity and academic honesty have become more pressing, given AI’s ability to generate outputs nearly indistinguishable from student work. Legal and ethical questions regarding authorship, copyright, and data transparency further complicate the educational landscape. Moreover, unequal access to AI technologies risks deepening existing global educational disparities. This Structured Literature-Type (SLT) study synthesizes international research from 2020 to 2025 to explore these challenges and propose evidence-based strategies. It introduces a comprehensive Curriculum Assessment Capability Governance (CACG) framework to guide higher education institutions in implementing responsible, inclusive, and future-ready AI integration within design education.