Poster approaches to embedding real-world learning into coursework

Real-world and contextualised learning, two related and overlapping approaches, can significantly enhance students’ educational experiences and prepare them for future professional challenges. Each offers its own benefits. An essential component of university studies, real-world learning allows students to apply their theoretical knowledge to experiences that simulate real-life scenarios. Equally important, contextualised learning involves embedding learning within a specific context, such as an industry or community, to enable students to understand the practical implications of their learning better.

By incorporating these approaches into coursework, faculty can help students develop skills that are highly valued by employers, such as problem-solving, critical thinking and communication. Moreover, these approaches can lead to increased student engagement and motivation, as students can see the relevance of what they are learning to their future careers and personal lives.

One way to put this into practice is to task design students with creating data visualisation posters centred around a sustainability theme. These A1-size posters serve as illustrated “imagined futures” designed to educate and provide a vision of hope and positivity. By using real data and focusing on real-world issues, students gain a deeper understanding of the importance of sustainability and are motivated to create illustrations with a strong sense of purpose. This approach not only fosters creativity and critical thinking skills but prepares students to tackle real-world sustainability challenges.

• Contextual learning: linking learning to the real world
• Lessons in chemistry: widening university students’ participation through storytelling
• Engaging students through poster presentations: a case study

In addition, the assignment shows students how their design knowledge can be used to raise awareness of global issues such as climate change. Each step is also a chance to develop illustration, communication and academic skills. 

The first step is to ask students to select a theme – which in itself can demonstrate the scope of the exercise. Options in our case included: food, agriculture and land use; ocean plastic pollution; transportation; biodiversity; fashion waste; electronic waste; and the role of women (ecofeminism). 

Students then undertake research on contemporary and historical examples of data visualisation illustration and their chosen theme. In developing their ideas, they should consider who the audience of the poster will be. A mind map is a useful tool for generating ideas, while a mood board will help with decisions around colour palette and tone of voice. Students can use thumbnail sketches to show the evolution of concepts for the poster, and develop these further into conceptual approaches.

At this point, it can be useful to set up group feedback and one-on-one critiques with the teacher to help students refine their poster concepts. Students can consider using techniques such as dynamic composition, varying the sizes of design elements, optical depth and typography when they produce the final work for assessment. 

Challenges for students designing a sustainability-focused poster

One of the main challenges of this exercise lies in shifting students away from their default negative depictions of climate issues. In our case, many initially approached the project with internalised narratives of doom and gloom. Therefore, structured scaffolding was leveraged to guide them away from their initial eco-anxiety and instead reframe these narratives through a lens of possibility. 

Another challenge is in helping students navigate the balance between conceptual depth and visual clarity, particularly when visually communicating complex sustainability themes. For instance, in a project on ecofeminism, one student used layered symbolism to convey themes of inclusive leadership and connection to nature. This required guidance to ensure the message remained visually legible while retaining its conceptual depth.

How to set students up for success

Ensuring students have space for creative exploration without fear of failure is one way to support student success. We reframed every misstep towards finding a better solution. We also encouraged students to experiment with metaphor, composition and tone early on in the project, and embedding regular feedback alongside critical self-reflection throughout this process further supported this approach. This allowed students to articulate intent and refine their visual storytelling with increased autonomy.

Teaching around the themes has been essential to this task in our experience. In small research groups, students explored the available scientific data on their specific theme and then individually developed mind maps, mood boards and early visual responses to build contextual understanding. Class discussion, critique and iterative review were central to the project, with the aim of developing factually informed visual communication that was solution-oriented and emotionally resonant.

Embedding sustainability into design education required more than awareness; it called for critical, creative and ethical engagement. We found illustrated infographics to be a powerful medium, enabling students to visualise complex issues, challenge dominant narratives and advocate for positive change. When framed through a transformative pedagogical approach, the assignment equipped emerging illustrators with the tools and the mindset to respond meaningfully to the global environmental challenges we are facing.

Lisa Winstanley is assistant professor in the School of Art, Design and Media at Nanyang Technological University.

This article is based on the blog post “Enhancing university education: the importance of real-world and contextualised learning”, which was first published by the NTU Institute for Pedagogical Innovation, Research & Excellence.