Optimization of students’ learning process through the use of effective infographics tools

Abstract

This article examines the use of infographics as a didactic resource for optimizing students’ learning processes in higher education. Although visual tools are increasingly associated with digital learning environments, their pedagogical use still requires clearer articulation between theoretical assumptions, empirical data, and teaching practices. The study aimed to analyze how infographics are used by teachers and students and to discuss their contribution to the perception, organization, and assimilation of educational content. Methodologically, the research combined bibliographic analysis, observation of the educational process, preliminary interviews, and an online questionnaire answered by 648 undergraduate students at Admiral Makarov National University of Shipbuilding. The results indicate frequent student use of infographics in academic tasks and comparatively less systematic use by teachers during lectures. The findings suggest that infographics can support cognitive organization, reduce information overload, and improve access to complex content when intentionally integrated into pedagogical planning.