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The rapid advancement of technology and Artificial Intelligence (AI) has profoundly reshaped design education. However, most Learning Style Assessments (LSAs) were developed in pre-digital educational contexts, creating a conceptual gap in explaining the complexities of learning dynamics in the digital era. This study examines research trends and LSAs in design education following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Relevant studies were identified through Scopus, Education Resources Information Center (ERIC), and Google Scholar, yielding