This research focuses on effective ways to teach and learn research-for-design, looking for creative ways to do research and contribute to the field of design education. This study has examined the pedagogical practices of educators engaged with research-for-design and how students learn research skills. The challenge was to determine how to explore current education and draw connections between teaching and learning, and how to identify best practices that contribute to the advancement of design education. The review of theories of graphic design education, design processes, and research in the design process has supported the methodology of an international comparative education research between two undergraduate graphic design programs one in Canada at Concordia University and one in Mexico at the University of San Luis Potosi, through focused interviews to students and educators. 
Participants have stated that graphic designers connect people to people, objects and ideas as a dynamic interface. The programs showed differences coming from the art and design streams but both have validated functional and aesthetic dimensions of design. The interviews have shown how designers do research-for-design through observation, questioning, comprehensive thinking, iterative, informal and intuitive processes, collaboration and empathy. Educational strategies should develop questioning and critical thinking, comprehensive and sustainable views, interdisciplinary and collaborative practices, self-develop and interaction with clients, users and stakeholders. In the results, some of the concepts that may improve education of research are: an institutional design methodology, the connection between theory and practice, motivation and engagement of students, balance between creation and research, collaboration among educators, real-world experiences, and effective use of mock-ups.  The application of the outcomes of this study in my practice is helping students to understand their role as designers in the community and to develop their potential in design practice.