The challenge addressed
This educational practice addresses the current gap between theoretical knowledge of business and marketing and its practical application in the professional activities of future graphic designers. Today's labour market requires professionals to possess not only creative skills, but also an understanding of marketing processes, digital promotion tools, and sustainable development principles.
The practice helps learners understand design as a strategic business tool and develop the ability to apply their knowledge in real-world professional contexts.
Why the practice is innovative
The innovation lies in the integration of several complementary approaches, including project-based learning, value creation pedagogy, and the SCAFFOLD methodology. Learning is not centred on abstract theory, but on real marketing cases from social media platforms such as Instagram, TikTok, YouTube, Telegram, and others, bringing the learning experience closer to the professional environment.
Particular attention is given to sustainable marketing, visual responsibility of brands, and the ethical use of digital technologies. This allows learners to explore not only how design can support business objectives, but also the wider social and environmental implications of their professional decisions.
Type of integration and key competences
The practice has a strongly interdisciplinary character, combining knowledge and skills from marketing, entrepreneurship, graphic design, and digital technologies.
Throughout the activities, learners develop key competences aligned with the European competence frameworks, including EntreComp, GreenComp, LifeComp, and DigComp. They learn to analyse ideas, assess their viability, work with digital content, collaborate in teams, and present and justify their work convincingly.
The integration of these competences helps learners connect creative design skills with entrepreneurial thinking, sustainability, personal and social development, and digital competence.
Role of the teacher/trainer
The teacher acts primarily as a facilitator and mentor. Rather than simply transmitting knowledge, the teacher guides the learning process, establishes the framework for activities, supports learners at each stage, and helps them analyse cases and develop feedback.
The teacher also creates a safe learning environment in which students can experiment, propose ideas, take risks, and learn from mistakes. This supportive role encourages learners to become more autonomous and confident in applying their knowledge.
Type of learning activities
Learning activities include analysis of real marketing cases, group project work, development of advertising creatives for social media, discussions, presentations, and peer assessment.
Students work with authentic or realistic professional scenarios and develop practical outputs that require them to combine creative, digital, marketing, and entrepreneurial skills. The collaborative format encourages active participation while strengthening communication, teamwork, critical thinking, and problem-solving skills.
Impact of the practice
The practice contributes to increased learner motivation, stronger critical thinking, improved teamwork skills, and greater interest in entrepreneurship and sustainable development.
Learners become better prepared to respond to real professional challenges and develop a clearer understanding of the value of their competences for their future careers. By connecting classroom learning with current digital marketing practices, the approach also strengthens learners' confidence in applying their creative and technical skills in professional contexts.
Potential for replication
The practice has strong potential for scaling and replication. Its interdisciplinary methodology can be adapted to other professional fields, including marketing, IT, and media, as well as to different educational levels and learning formats.
It can also be implemented in different educational institutions with limited additional resources, making use of widely available digital tools and a project-based approach. Its flexible structure allows educators to select relevant professional cases and adapt learning activities to local labour-market needs while maintaining the core focus on practical application, competence development, sustainability, and digital innovation.
Innovator: Kalira Satybaldieva - PLKiIT 98
