Art education holds immense value, presenting students with complex problems and diverse solutions. While general art education has received attention from researchers, higher visual art education remains an under-discussed topic. This article aims to address this gap by examining the diversity of pattern elements that art teachers employ during digitally mediated lessons. By analyzing patterns in art teachers' feedback and lesson structures, this study offers insights into effective art teaching practices. Comparing higher visual art education patterns with the patterns revealed in the previous studies we highlight the specifics of tertiary visual arts education. Additionally, the study explores the connection between those patterns and the double diamond design thinking model as the theoretical underpinning of artistic and design processes. [For the full proceedings, see ED636095.]