Keywords
graphic design
higher education
artificial intelligence
academic culture
faculty triangulation
How to Cite
Abstract
A mixed-methods study with a non-experimental, cross-sectional design and a descriptive-comparative scope was conducted to identify the main aspects of research culture and artificial intelligence in the education of graphic design students. Twenty-five students out of a total of 97 participated, representing 25.8%, along with five faculty members, corresponding to the total number of active faculty. Two instruments were administered: a student questionnaire covering professional and everyday utility, academic interest, research anxiety, faculty influence, cognitive competence, and academic use of artificial intelligence; and a complementary faculty survey to triangulate the data. The analysis included descriptive statistics, Cronbach’s alpha, McDonald’s omega, nonparametric tests, and thematic analysis of open-ended responses. The results showed a mean score of 3.82 for student research culture, with higher scores in professional utility (4.26) and everyday utility (4.22), but difficulties in data analysis, methodology, academic reading, and conceptual construction. Faculty perceptions placed the students’ research culture at a low-to-medium level, revealing a gap between ideal expectations and practical implementation. It is concluded that research should be integrated across all design workshops, research incubators should be strengthened, and guidelines for the responsible use of artificial intelligence should be promoted.
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