Fashion Design Education Research Articles

Exploring Teaching Reform in Fashion Design Major based on Virtual Reality Technology

With the development of technology and social progress, digital teaching has become the mainstream trend, and digital teaching technology is constantly integrated into the teaching of fashion design majors. Fashion design will further evolve and improve virtual simulation technology, continuously enhancing the intelligence and interactivity of teaching, and providing students with comprehensive and practical fashion design learning experiences. This article provides an overview of virtual reality technology, its application in fashion design teaching, application types, problems and solutions in the application of virtual reality technology in fashion design, and research on the reform of virtual reality technology in fashion design teaching. It proposes that virtual reality technology effectively improves the classroom teaching efficiency of fashion design, stimulates students' design and innovation inspiration, promotes the practicality of fashion design, and provides students with a good learning environment and methods. Applying VR technology to the field of modern education continuously promotes the development of teaching and education work, providing new teaching models and innovative teaching methods for national education work.

Dressing the Future: The Bibliometric Interplay Between Sustainability and Fashion Studies Amidst the Neoliberal Era

The concept of sustainability has significantly influenced various industries, notably the fashion sector. This study conducts a thorough quantitative and qualitative analysis of the interplay between fashion studies and sustainability. Utilizing data from the Scopus database, 890 articles published between 2000 and 2023 were scrutinized through an integrated approach combining bibliometric and content analyses. The aim was to explore how sustainability, initially an economic notion, left its imprint on academic research in fashion studies. This research was accompanied by a critical assessment of the neoliberal context, which envisions a market-oriented political economy model in which the concept of sustainability emerged. Key findings include a steadily increasing emphasis on sustainability in fashion research. Notable journals leading the discourse include Sustainability, Journal of Fashion Marketing and Management, Journal of Cleaner Production, Fashion Practice, and International Journal of Fashion Design Technology and Education. Interestingly, while fashion is rooted in the arts, significant contributions emerged from researchers in diverse disciplines, reflecting the field’s interdisciplinary nature. The study identified five critical thematic clusters within: sustainable fashion design, sustainable fashion production, sustainable fashion marketing, sustainable fashion consumption, and the theoretical foundation in sustainable fashion. This research not only enriches the literature by mapping the trajectory of sustainability in fashion studies but also highlights the evolving nature of fashion research, bridging traditional boundaries and embracing a more holistic approach to sustainability.

The Role of Artificial Intelligence in Fashion Design

This research investigates the role of artificial intelligence (AI) in fashion design, focusing on its potential to foster innovative and aesthetically striking designs. The study explores the level of interest among emerging fashion designers, including students from design and arts colleges, as well as individuals keen on distinctive and avant-garde fashion. The research aims to achieve its objectives using descriptive, analytical, and quasi-experimental methodologies. Findings reveal that while there is significant interest among fashion design students and professionals in AI-based design, challenges arise from the limited availability of learning resources, hindering their ability to fully grasp and apply this technology. The study concludes that there is an urgent need to integrate AI into fashion design education, as it can significantly benefit the industry and its practitioners. Recommendations include expanding specialised research connecting AI with fashion design, enhancing university curricula with crucial AI concepts, and focusing on technological advancements and AI applications in fashion design and forecasting.

AI Technology Integrated Education Model for Empowering Fashion Design Ideation

The rapidly increasing importance of technology integration and generative AI in the fashion industry is prompting changes in fashion design education. This study explored a new design methodology utilizing AI for sustainable and future-oriented fashion design education. The methodology involved consulting practitioners to select ChatGPT and Midjourney as AI tools and technology, pedagogy, and content knowledge (TPACK) as the theoretical framework. An AI prompt guide was developed based on specialized books, from which an educational program was created. An experiment with 30 third- and fourth-year fashion design students showed that their overall satisfaction with AI through TPACK was 4 out of 5, suggesting that TPACK enhances students’ creativity and efficiency through generative AI. Prompt guides received a satisfaction score of 4.7, indicating their usefulness for creative and efficient design outputs. AI-powered educational programs, like ChatGPT and Midjourney, also improved student creativity and learning efficiency, with ChatGPT scoring 4.5. However, concerns about technology dependency were noted. This study offers insights into integrating the latest technology into fashion design to improve process efficiency and creative output. This study not only provides a foundation for future research on AI design methodology but also explores practical directions for sustainable design in the fashion industry.

Enhancing Soft Skills through Generative AI in Sustainable Fashion Textile Design Education

This study explores the significance of incorporating soft skill training in fashion design education through the use of artificial intelligence (AI) technology and examines various AI-based approaches for sustainable fashion textile design education employing a multifaceted methodology that encompasses empirical, quantitative, and qualitative methods. We investigate the aspects of Design Sprints, identify key soft skills that help students meet the complex demands of contemporary fashion design workplaces, propose a curriculum guide for AI textile design programs, and evaluate the soft skill training process. Participants included students who had completed basic fashion design courses over three to four semesters and had experience with the fashion design process. The findings confirmed that participants’ soft skills improved across four areas—digital competence, sense of initiative and entrepreneurship, problem-solving and thinking skills, and communication—through the AI-based fashion textile design curriculum. This study validates the importance of integrating AI technology into educational programs to enhance essential soft skills in the digital fashion industry environment. Additionally, it emphasizes the necessity of developing AI technology-specialized design prompts while maintaining a balance between traditional design education and digital design education for sustainable fashion design education.

Recognizing the Importance of Empathy and Humanity from Aesthetic and Social-Psychological Perspectives to Promote Sustainability in Fashion Design Education

Recognizing the Importance of Empathy and Humanity from Aesthetic and Social-Psychological Perspectives to Promote Sustainability in Fashion Design Education

Upcycling Classics—Sustainable Design Development through Fabric Manipulation Techniques in Fashion Design Education

AbstractAs the sustainable fashion movement gains momentum, there is a growing need to introduce such concepts to the next generation of fashion designer. One approach to produce sustainable designs is upcycling, defined as the salvage and reuse of discarded or found items into new products. This study examines a pedagogical approach for engaging 2nd year undergraduate textile and fashion design students in sustainable fashion design practice. Working in groups, students are challenged to upcycle old clothing into a little black dress, using a keyword as direction for concept, design development, and garment construction techniques. To elevate value in post‐consumer textile waste, it is necessary to develop high‐quality contemporary design outcomes. This teaching approach aims to encourage the revaluation of recyclable resources, the exploration of the creative potential of fabric manipulation techniques, experimental design development, and professional production techniques. This is achieved through the implementation of a design brief that establishes original approaches to upcycling, contrary to the arbitrary processes that are typically used.

Estonian blues: Natural dyes as enhancers of environmental, intergenerational and heritage bonds in fashion design education

This article investigates cultural sustainability through the case of the Ethno course, offered to students in the fashion design programme at the Estonian Academy of Arts. It discusses ways to enhance bonds with the environment, heritage and traditional knowledge in fashion design. Via narratives of traditional crafts and situated learning in a textile archive, the course focuses on contemporary craft applications within the various practices that compose fashion, with particular attention to local natural dyes. In this work, we discuss the structure of the course in one of its recent iterations focusing on blue-coloured pigments, its outcomes and possible implications to the field of fashion design practice and education. The findings build on both the final presented outcomes as well as students’ feedback analysed via open coding. The resulting works raise interest in a holistic approach to design concepts, reconnecting the students with nature and strengthening bonds with previous generations. They suggest that through historical narratives and hands-on engagement with nature, students developed a heightened awareness of personal and local heritage, as well as the natural environment of Estonia. In conclusion, the work discusses how this offering adds to the course’s legacy and looks into future developments in articulation with its present applications.

Material Practices in Transition: From Analogue to Digital in Teaching Textile and Fashion Design

The transition to digital design tools challenges the craftsmanship of textile and fashion designers as part of the product value chain, opening for reflection on how textile craftsmanship should be taught in education due to the current trend of digitalisation. By looking at new forms of craftsmanship, this research expands on the idea of teaching students transdisciplinary methods which connect analogue and digital tools within textile and fashion design education. Based on analysis of a number of case studies, we propose a framework of different strategies for teaching textile craftsmanship in the digital design age, with the aim of integrating textile-specific digital environments — which have been designed primarily to maximise the efficiency of industrial processes, rather than to enhance design development with regard to artistic expression — and non-textile digital tools on the basis that these are exploratory in nature and open to more creative design practices.

OVERCOMING THE CREATIVE CRISIS OF THE FASHION INDUSTRY

The paper uses the advent of generative AI in fashion to critically examine the tenets of contemporary fashion design. As an exemplary case study, the work of Demna Gvasalia’s at the helm of Balenciaga is critically scrutinized and discussed as the result of the fashion industry’s ever-increasing speed and high demand of products at every price range. Within a hyper-globalized industry, fashion designers are forced to accelerate their design process with low production costs and high profits in mind. Given the systematic denial of fashion design understood as intentional creation by mainstream luxury fashion labels, fashion’s creative process is already heavily revolving around self-reference and copying, much like generative AI. The integration of visual literacy and academic referencing competences in fashion design education are proposed as strategies to break the cycle of copying and self-reference in fashion and to expand, deepen and diversify the practice of fashion design.

Fashion Fictions: student experiences of designing sustainable fashion worlds

ABSTRACT An international participatory project launched in 2020 aims to expand understandings of the possibilities for sustainable fashion by bringing people together to collaboratively outline and prototype alternative fashion worlds. As part of this initiative, affiliated activities have been introduced to the curricula of various design schools. The project offers an approach to sustainability in fashion design education that operates at a system, rather than product, level. This article examines project activities of differing durations at two institutions. Drawing on semi-structured interviews with students and tutors, it finds that participation expanded the students’ thinking about fashion, design and sustainability, generated a sense of possibility and agency, and prompted productive exploration beyond the immediate fashion context. However, some participants appeared to focus on sustainability solutions within the current system rather than questioning the status quo more deeply, indicating a need for more effective scaffolding of the speculative process.

Persona/scenario (P/S) toolkit enhancing inclusive fashion design education

This study aimed to address the diversity issue in fashion design education by developing two prototypes for Inclusive Fashion Design (IFD) education. The prototypes were constructed based on the 3C3R model of Project-Based Learning (PBL) and incorporated the Persona/Scenario (P/S) toolkit for IFD. Additionally, the study examined the effectiveness of the FEA (Function, Expressive, and Aesthetics) self-checklist and the P/S toolkit in the IFD process. The experiments involved two design instructors, two teaching assistants, and 12 senior-level students divided into four teams. Thematic analysis was conducted on the interview data collected from the participants. The results revealed that FEA factors were highly considered in both education prototypes, regardless of the presence of the P/S toolkit. Maintaining consistency of the IFD concept throughout each stage of the process was found to be crucial, and the use of the P/S toolkit played a significant role in achieving this consistency. Team communication emerged as an essential factor in IFD education, as team collaboration using the P/S toolkit triggered diverse perspectives on targets, facilitated design expansion, and extended individual competences. Overall, this study contributes to the understanding of the diversity issue in fashion design education and promotes the adoption of the IFD education methodology, emphasizing the significance of consistent concept development, effective toolkits, and team collaboration in achieving inclusive design practices.

Module Quality for Teaching Fashion Design and Technology Programmes and Students’ Construction of Ghanaian Traditional Costumes in Technical Universities in Ghana

Fashion design and technology programmes at higher levels of education, including the Higher National Diploma levels, are designed to equip students with professional versatility and capacity to create quality apparels as well as local and foreign costumes. However, there has been unhealthy trend in which construction of foreign costumes is gaining popularity within the country’s fashion design education programmes over the longstanding traditional costumes. The trend is also reflected in research by the minimal studies that have been done in the construction of Ghanian Traditional Costumes as compared to the many studies that have been done on construction of traditional costumes originating from developed economies. This study sought to examine possible relationships between quality of the modules being used to teach fashion design programmes within Technical Universities in Ghana and the students’ ability to construct quality Ghanaian Traditional Costumes. A convergent mixed method research design was used to facilitate this study with six Technical Universities in Ghana. The study established statistically significant relationship between the two aspects of teaching approaches of TC construction and students’ ability to construct Ghanaian Traditional Costumes.

Correction to: A principle-based philosophical framework for fashion design praxis and education in new design landscapes

Correction to: A principle-based philosophical framework for fashion design praxis and education in new design landscapes

Exploring the future of fashion design education for generation Z through ‘Co-design as community-based participatory research’

ABSTRACT This research is to explore the future of fashion design education for a new generation, Gen Z. This generation, with unique characteristics, along with digitalisation and globalisation,are causing a paradigm shift in every domain. This research collected data from multiple stakeholders, industry professionals, faculty members, and students in the US. Through mixed methods, we identified three primary research aims. We reviewed opportunities utilising the ‘Co-design as CBPR (Community-Based Participatory Research) framework’, and how fashion design needs to evolve to incorporate a more user-centric, problems-focused approach. Lastly, we suggest pedagogical approaches to support ‘Co-design as CBPR’ for valuable integrated teaching and learning for future fashion design pedagogy.

Application of Technology Acceptance Model (TAM) to The Use of 3D Digital Design (Case Study Fashion Design Results of 2 Fashion Design Students at Jakarta State University)

This study aims to determine the acceptance of users, in this case, students majoring in Fashion Education at Jakarta State University, to the 3D Digital Design application, which is used in making the final project of the Fashion Design 2 course. The respondents in this study were Fashion Design Education students who had taken the Applied Computer and Fashion Design 2 courses. This study used quantitative research methods with quantitative descriptive data analysis techniques. The result of this study showed that media and technology could increase productivity, performance, and process efficiency in making 3D fashion designs for students.

THE COMPLEMENTARY ROLE AND IMPACT OF WORKSHOPS ON STUDENTS IN FASHION DESIGN EDUCATION AT AMITY UNIVERSITY GWALIOR

In the realm of higher education, where academic pursuits intersect with market dynamics, the intrinsic value of fundamental design principles becomes pronounced. This is particularly pertinent in disciplines like fashion design, where students are immersed in a distinctive and specialized learning environment to bolster their efficacy and proficiency. Amidst this backdrop, workshops have emerged as a pivotal cornerstone within fashion design education, recognized universally as an imperative priority. Modern education calls for innovative approaches, and workshops epitomize this evolution. Their significance extends beyond traditional pedagogical methods, offering students a platform to not only comprehend theoretical concepts but also apply them in practical, industry-relevant contexts. These workshops foster a dynamic learning atmosphere, aligning education with the ever-evolving demands of the market. One of their key advantages lies in facilitating direct interaction between students and industry experts, bridging the chasm between academia and real-world design scenarios. This study delves into the essence of workshops as a complementary facet of fashion design studies, with a specific focus on those conducted at the renowned Amity School of Fashion Design and Technology in Gwalior. At its core, the study seeks to unravel the multifaceted aspects surrounding workshops, exploring their necessity, importance, and transformative impact. To embark on this exploration, the research methodology employs a comprehensive and multifarious approach. It encompasses quantitative data collection techniques, through likert scale meticulously analyzing the objective, outcomes, and feedback derived from design students who actively participated in these workshops. The results of this study illuminate a significant gap in traditional fashion design education—a gap that workshops seamlessly fill. These dynamic learning experiences empower students with practical skills and insights that transcend conventional classroom instruction. The findings underscore the symbiotic relationship between workshops and holistic learning, as students' personal and professional growth experiences an unprecedented upswing. Furthermore, the study captures the resounding endorsement from students themselves, as their feedback substantiates the pivotal role of workshops in enhancing their educational journey.In essence, this study bridges the theoretical-practical divide that often hampers comprehensive education. It spotlights the transformative potential of workshops, redefining their status from peripheral add-ons to integral components of the educational framework. By spotlighting the case of Amity School of Fashion Design and Technology in Gwalior, the study provides a template for educational institutions worldwide to infuse innovation, relevance, and efficacy into their curriculum through the strategic integration of workshops.

Upskilling Future Workers in the Fashion Sector

The European Commission within the Strategy for Sustainable and Circular Textiles cited circular business model solutions and ecodesign strategies as paramount for the sustainability of the textile sector. Nevertheless, how can sustainability knowledge be transmitted to the constellation of SMEs? The Eu Act for skills identified a gap between the knowledge currently owned by companies and the skills required for the green transition. The research investigated the possibilities of conducting the upskilling by integrating the Life Cycle Design approach within fashion design education. A toolkit has been developed for the qualitative and quantitative assessment of eco-design strategies in which Life Cycle Assessment analysis has a keyrole. The toolkit validation took place through a set of intensive workshops and a structured course, involving around 400 students at university level. Finally, the brands involved have enthusiastically greeted the effectiveness of students’ outcomes.

Costs Comparison of Teaching and Learning Strategies in a South African University Fashion Design Programme

The use of manual teaching and learning (T&L) strategies for creative design, as well as technical drawing modules, continues in South African university fashion design programmes with few computer-aided design (CAD) T&L strategies being employed. Given the global developments in technological T&L strategies using CAD approach, this comparative study assessed the cost-effectiveness of manual T&L strategies against CAD T&L strategies for Creative Design and Technical drawing modules in a South African fashion design programme. A case study design was used to collect data (documents) on manual and CAD T&L strategies from procurement, budget documents and the in-house university printing department. The results showed that manual T&L strategies expenditure was over 70% to 318% compared to the budget, while CAD T&L strategies were below 60% compared to the budget for creative design ii, creative design iii, technical drawing ii, and technical drawing iii. The findings indicated that CAD T&L strategies are sustainable for the implicated university and the South African government as they fund free higher education with decreasing budgets. The paper concluded that technologically driven T&L strategies like CAD can reduce tuition fees for the programme, improve the sustainability of the university, widen access to government funding for free higher education, as well as improve the contribution of fashion design education programmes towards Sustainable Development Goals 8, 9, and 12. This paper contributes to the ongoing research on developing and implementing sustainable strategies to support the constitutional mandate and the #FeesMustFall campaign and the funding sustainability of South African higher education. This paper’s contribution is a comparison of the cost-effectiveness of manual and CAD T&L strategies. Keywords: Computer-aided Design, clothing industry, fashion design education programme, technology in universities.

Using Transformational Reconstruction (T.R) as a Technique for Developing Creativity in Fashion Design Education

Using Transformational Reconstruction (T.R) as a Technique for Developing Creativity in Fashion Design Education