An Integrated Teaching Model for Digital Color Principles in Higher Art Education

Abstract

The rapid development of digital media has expanded the role of colour from a primarily aesthetic element to a strategic component of visual communication, interface design, animation, branding, immersive media, and other forms of digital practice. Despite these changes, colour education in higher art education frequently retains a theory-first instructional structure in which conceptual knowledge and digital application are treated as largely separate learning experiences. This study developed and evaluated an Integrated Teaching Model for Digital Color Principles intended to bridge this theory-practice gap. An interpretivist qualitative case study was conducted within an undergraduate Digital Media Art programme at Guangzhou Huashang College, China. The study involved third-year students and the course instructor and drew on classroom observations, semi-structured interviews, reflective journals, student design artefacts, and curriculum documents. Data were examined through Reflexive Thematic Analysis and triangulated across evidence sources. Initial findings identified three pedagogical limitations: predominance of teacher-directed instruction, difficulties transferring colour theory into authentic digital practice, and limited opportunities for structured collaboration and reflection. Subsequent analysis informed a six-component Integrated Teaching Model comprising Theoretical Conceptual Learning, Authentic Digital Design Practice, Collaborative Learning, Reflective Practice, a Technology-Enhanced Learning Environment, and Continuous Formative Feedback and Assessment. Evaluation of implementation indicated enhanced digital colour literacy, stronger creative competence and professional judgement, increased engagement and learner autonomy, and improved integration between conceptual knowledge and professional design practice. The study contributes an empirically informed and theoretically integrated framework for contemporary digital design education and reconceptualises digital colour literacy as a multidimensional professional capability rather than technical proficiency alone.