Improving University Students’ Presentation Competence Using Canva: Evidence from the University of Tripoli Al-Ahlia Presentation Skills Course in the English Language Department

Abstract

Recently, the digital learning environment has changed rapidly. University students are expected not only to communicate ideas verbally but also to design and deliver visually compelling presentations. This study investigates the impact of integrating Canva (a digital graphic design platform) into the Presentation Skills course in the English Language Department at the University of Tripoli Al-Ahlia. Drawing on students from three semesters (n = 87). The research explores how Canva affects students’ presentation competence across dimensions of visual design, creativity, time management, confidence, and digital literacy. Grounded in Multimedia Learning Theory and Constructivist Learning Theory, the study employed a questionnaire-based approach. Findings reveal that Canva significantly enhanced students’ ability to create professional, visually appealing presentations while fostering creativity, collaborative skills, and efficiency. Results align with prior research and contribute practical insights for educators seeking to integrate digital tools into higher education pedagogy.