It is inevitable that with the rapid advancement of digital technologies, design education is being influenced greatly, particularly through the expansion of online learning and the integration of artificial intelligence (AI). Within a relatively short timeframe (which included the COVID-19 pandemic) there has been an accelerated transition to digital learning environments, exposing both opportunities and challenges in online graphic design education. While we are constantly shown that online tools offer potential for enhancing collaboration, participation, and feedback, it is important to remember that their effectiveness is dependent on accessibility, digital literacy, and educator preparedness.

As the design industry is impacted by rapidly evolving technologies, tertiary graphic design curriculums must be continuously updated to ensure that students, specifically exit-level students, are prepared for the rigours of industry. Zines and DIY alternative publications have limited commercial value, and so may be regarded as less important than learning units that respond to the commercial (and increasingly digital) nature of industry. This paper argues that not only do zines remain relevant, but that the inclusion of a zine project in an undergraduate design curriculum is a valuable addition to the programme.

The paper discusses a globally networked learning project with graphic design students from Mexico, the United States of America, and South Africa. Globally networked learning (GNL) aims for cost-effective internationalization strategies where digital platforms replace physical student exchanges. The project was designed according to Collaborative Online International Learning (COIL) principles, which included ice-breaker activities at the beginning of the project and reflection activities at the end.