Propuesta de un plan de mejora para potenciar las competencias pedagógicas, didácticas y digitales en docentes diseñadores gráficos y su incidencia en los procesos de aprendizaje de estudiantes de noveno semestre. “De diseñador a docente”

Abstract

This research aims to design an improvement plan proposal to strengthen the pedagogical, didactic, and digital competencies of graphic designer educators, considering their impact on the learning processes of ninth-semester students. The study adopts a qualitative approach, which is suitable for interpreting classroom realities, perceptions, and tensions from the perspective of the actors involved. It also follows a projective research design, meaning that the methodological scope is rigorously limited to the diagnostic phase and the design of the proposal as a practical solution, without including its implementation or subsequent evaluation. A tension has been identified between the disciplinary training of graphic designers and the pedagogical competencies required in higher education. Since these educators come directly from professional practice, they tend to prioritize technical updating and transfer dynamics from the real-world professional environment into the classroom. However, the lack of formal pedagogical training often leads to empirical or subjective teaching practices, resulting in difficulties in lesson planning, didactic diversification, and the establishment of clear assessment criteria, which ultimately affects students’ understanding of the learning process. There is a need to move beyond traditional diagnostic approaches and teaching models based on imitation. Strengthening teaching competencies through a concrete framework for action not only helps bridge the gap between “knowing how to do” and “knowing how to teach,” but is also ethically essential given the high social responsibility associated with graphic design. This approach contributes to ensuring the education of critical, strategic, and autonomous professionals.