University muralism as an implicit visual curriculum: educational implications in public universities

Abstract

University muralism has predominantly been examined from aesthetic, heritage, and sociopolitical perspectives, while its educational dimension remains insufficiently conceptualized in higher education research. This study aims to analyze muralism in public universities as an implicit visual curriculum with implications for students’ cultural and civic formation. A qualitative multiple case study was conducted in two Colombian public institutions: the University of Antioquia and the University of Atlántico. The units of analysis consisted of twelve murals (n = 12) located in open, high-circulation campus spaces. Prior to the empirical phase, a systematized review of the research field (2017–2025) was carried out to identify trends and conceptual gaps. Visual analysis was performed using a categorical matrix derived from theoretical frameworks on visual culture, educational territory, and implicit curriculum. Findings indicate that murals operate as symbolic infrastructures that integrate historical memory, regional identity, and spatial visibility, shaping non-formal formative dispositions. The study concludes that university muralism can be understood as an implicit visual curriculum that expands learning beyond the formal curriculum and contributes to constructing the university territory as an educational space.