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Introduction The present study aims to examine the effects of autonomy policies implemented after 2014 on the undergraduate education of Graphic Design in Vietnam. The focus is on how these policies have influenced the transition of curricular content from traditional print-based principles to modern digital design methodologies. Methods This study employs a targeted analysis of specialized knowledge courses within Graphic Design programs, tracing their progression from conventional design principles for the print medium to modern digital design principles. It includes a comprehensive examination of curricular adjustments made in response to the evolving digital landscape. Results The analysis reveals a significant shift in the curriculum post-2014, from focusing predominantly on traditional design concepts such as typography, layout, and color theory to embracing digital design principles suitable for online platforms. These include responsive design, user experience/user interface, motion graphics, and animation. Empirical data presented in the study highlights the profound impact of increased institutional autonomy on this transformation. Discussion The transition to digital platforms marks a substantial development in Graphic Design education, aligning with the growing acceptance of interdisciplinary methodologies. The study discusses how these curricular changes are a direct response to the dynamic requirements of contemporary design practice, characterized by digital technology’s pervasive influence, interactivity, and sustainability considerations. The results emphasize the importance of adapting Graphic Design education to meet the demands of the modern industry, ensuring that graduates are well-equipped to thrive in the digital age.
Quyen et al. (Wed,) studied this question.
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