El logro de la identidad personal en la formación universitaria del diseño gráfico: autoconcepto, autoestima y acompañamiento docente

The development of personal identity is a central task during youth and takes on particular relevance in university educational contexts characterized by creative and project-based learning, such as graphic design. This article analyzes the processes of personal identity construction in university graphic design students, with special emphasis on self-concept and self-esteem as key psychological dimensions that influence academic performance, creative development, and professional aspirations. Drawing on the author's experience as a professor in the Faculty of Arts at the University of Cuenca, along with classical and contemporary theoretical contributions, the article examines how identity formation is shaped through non-linear trajectories determined by personal experiences, social interactions, and educational contexts. From a pedagogical perspective, the article highlights the role of university teaching in supporting students during this formative stage, emphasizing the importance of sensitive educational practices, constructive feedback processes, and structured mentoring mechanisms. Within this framework, a pedagogical proposal is presented, aimed at strengthening self-esteem and developing a reflective awareness of students' personal and creative abilities in the graphic design classroom. The article argues that integrating emotional, cognitive, and social dimensions into teaching significantly contributes to students' identity, resilience, and motivation, and posits that graphic design education should transcend the acquisition of technical skills to include support for personal and professional development.