Value‐oriented learning in screen printing, printmaking and craft education: A systematic review of character, creativity, cultural identity and sustainable practice

Abstract

This systematic review examines how curricula in screen printing, printmaking and craft education organize value‐oriented learning. The review addresses a persistent curriculum problem: technical and vocational accounts often separate skill acquisition from character formation, creativity, cultural identity, social responsibility and sustainable practice. A PRISMA‐informed Scopus search identified 583 records, of which 49 studies met the eligibility criteria for an abstract‐level thematic synthesis based on English‐language abstracts and metadata. The coding produced four curriculum‐related clusters: character and learner dispositions, creativity and pedagogical models, cultural identity and heritage, and sustainable and socially responsible practice. Across these clusters, curricula generated stronger value‐oriented outcomes when they sequenced disciplined making, iterative experimentation, reflective critique, collaboration, cultural interpretation and responsible material decision‐making. Reported outcomes included perseverance, responsibility, confidence, teamwork, self‐directed learning, entrepreneurial orientation, creative agency, ethical engagement with cultural symbols and environmental awareness. The synthesis indicates that curriculum design should align learning outcomes, studio tasks, critique processes, assessment, cultural ethics and material literacy rather than treating values as an additional moral component. Future research should use longitudinal, mixed‐method and classroom‐based designs to examine how specific curriculum arrangements shape learner dispositions over time.