Teaching drawing disciplines in university education: hybrid experiences in the Humanities

This paper investigates the role of drawing disciplines as a cross-disciplinary and hybrid field in contemporary university education, with particular reference to humanities programs. In an academic context characterized by increasingly interdisciplinary courses and the growing use of advanced digital tools, drawing acts as a cognitive and linguistic infrastructure capable of connecting heterogeneous knowledge, facilitating the transfer of knowledge between analysis, interpretation, and communication. After a theoretical overview of the epistemic nature of drawing and its status as a ‘bridge language’ between disciplines, the study examines teaching methodologies oriented towards the hybridization of analog and digital practices, including virtual and augmented representation tools. Through different case studies conducted in heterogeneous university contexts, the paper presents teaching experiences addressed to students without prior technical or design training, highlighting how drawing supports processes of spatial comprehension, critical visualization, and shared knowledge construction. The findings demonstrate that the contamination between languages, media, and disciplinary approaches enhances the educational value of drawing, confirming its strategic role in contemporary educational pathways and opening up new perspectives for the teaching of representation.