Jade Achoy

As graphic design continues to develop in the Caribbean, design educators need to reflect on what the best practices for teaching and learning might be in regards to professional practice. This paper focuses on project-led problem-based learning and addresses the best practices in graphic design education. The paper examines the theoretical underpinnings that support the method as a strategic pedagogical tool conducive for meaningful educational experiences. This research recognizes the links between project-led problem-based learning and the development of the three domains of knowledge. The project-led problem-based approach bridges theory and practice and provides a useful vehicle to enhance and direct learning in theory and inquiry, as it involves practical skills in situations similar to the “real world” application. This paper proposes eight phases and organizational principles as a framework for implementing the project-led problem based method of teaching and learning in the classroom. Using a case study of a graphic design course at a Caribbean university, the paper addresses considerations in the planning and implementation process of the project-led problem-based approach.