03763nam a2200253   4500008004100000040004200041084005100083100003900134245019300173260006500366300004100431500009600472500237200568502005302940610004002993610005103033650004503084650003203129650001903161942001603180998008803196999001703284952020803301260506t2024    |||d|||g m||| 00| 0 eng d  aUniversiti Teknologi BruneibengcUTB  aUTB 120 REPORT THESIS & DISSERTATIONbRTDS 4331 aLeing, Woo Siew @Sabrina,eauthor.10aReconstituting the VARK Competencies in Teaching and Learning Components of Graphic Design Curriculum Towards the Development of a sustainable Curriculum Model  /cWoo Siew Leing @Sabrina   aBandar Seri Begawan :bUniversiti Teknologi Brunei,c©2024.  a271 pages :bcharts, photos ;c30 cm  aThesis Submitted in Fulfillment of the Requirements for the degree of Doctor of Philosophy   aABSTRACT
The need for a sustainable curriculum that equips learners with key competencies and transversal skills has become crucial in the competency-driven society today. In graphic design education, the curriculum should not only train students with the fundamentals of theoretical and practical skills but also align with industry needs to prepare graphic designers for increasingly complex roles.
However, existing studies found various issues of graphic design education and its curriculum such as curriculum structure issues, outdated material and conventional approaches and insufficient sustainable integration highlighting the need to investigate and re-evaluate existing curricula to ensure its effectiveness in cultivating transversal skills required by modern graphic designers.
In Brunei Darussalam, the graphic design education has yet to be formally studied and it is unknown how graphic design curricula are conducted and how effective they are. In this research, the graphic design micro-curriculum in Universiti Teknologi Brunei (UTB) was studied as a representative case with the aim to discover findings reconstituting curriculum components towards a proposed sustainable framework for graphic design that prepares learners with transversal skills for a sustainable future.
Through an exploratory lens of VARK Learning theory, the study utilised mixed-methods approach and triangulation to evaluate the micro-curriculum. Quantitative researcher-designed VARK questionnaire, qualitative classroom observation and focus group sessions were used to evaluate the micro-curriculum curriculum components' capacity in establishing the required skills, teaching and learning alignment and understanding learner feedback.
Findings revealed that despite the reliance on conventional approaches, the curriculum and its components were found effective to foster the required competences and transversal skills in graphic design students. Findings of this research demonstrate that a competent curriculum is a holistic integration of curriculum components rather than revolutionary approaches. Distinctive curriculum components were found to facilitate sustainable graphic design learning and the employment of VARK in this research also demonstrated its relevance and success in broader applicability beyond its original purpose in a rapidly changing society.  aThesis (PHD) - Universiti Teknologi Brunei, 2024 4vThesisaUniversiti Teknologi Brunei 4vFinal Year ReportaUniversiti Teknologi Brunei 4aGraphic artsxStudy and teachingzbrunei 4aCurriculum planningzbrunei 4aLearning style  2lcn0cRTDS  eReports, Thesis & Dissertations850651: 002486 c.1_UTBxUniversiti Teknologi Brunei  c24067d24067  00102lc4070aUTBbUTBcLevel 2d2025-08-25eUniversity Teknologi Brunei Libraryl0oUTB 120 REPORT THESIS & DISSERTATION, RTDS 433p850651r2026-05-06w2025-08-25yRTDSzReg. No. 002486_UTB [RTDS 433]