Fashion Education Research Articles

Fashion Education and Self Sexualization: A Case Study of NIFT Panchkula Students

Fashion Education and Self Sexualization: A Case Study of NIFT Panchkula Students

Exploring the Possibilities of Omani Landscapes as Venues for International Fashion Events

Purpose: The purpose of the study was to analyse the potential of promoting international fashion events in Oman and to analyse how the use of Omani landscapes as venues can encourage international fashion events. Design/methodology/approach: The study used a mixed-method approach to gather data. Interview with seven experts from the tourism and fashion background was conducted to get their views on the possibility of Oman’s Natural Landscape as an International Fashion venue. Additionally, an online survey was used to collect the data from the youth aged between 18 and 41, to get their perspective. The participants were generally students and academics related to fashion education. Non-probability purposive sampling technique was used in the study. Findings: The overall results show that although Oman’s unique landscape has the potential to host international fashion events, there is still a lack of knowledge on the economic significance of the fashion industry as a whole and international fashion events in particular. Additionally, it was found that there is a need for Government attention and planning to promote and develop interest in international fashion events. Research limitations/implications: This study proved that Oman can expand its target market for tourism through hosting international fashion events. Oman is promoted as a niche destination rich in culture and landscape and fashion-induced tourism could be Oman’s future trend. Social Implications: This study brought out the anticipated challenges and opportunities to support planning and bidding for international fashion events, and with proper research and planning it could be overcome but also leave a mark in standards of tourism and fashion. Originality / Value: Since this is a relatively new concept, this study would be the blueprint for different stakeholders who share an interest in showcasing the Sultanate as a fashion tourism destination. Keywords: Omani Landscapes, Fashion Tourism, Event Management, International Fashion Events, Tourism in Oman.

Artificial Intelligence and Its Role on Teaching Process in Fashion Education

Artificial Intelligence and Its Role on Teaching Process in Fashion Education

Model of Training Learning Based on Video Tutorial for Fashion Major of Vocational Education on Embroidery Course

Students' difficulties in understanding innovative design concepts in fashion major of vocational education require a learning model that has a balance between theory and practice to facilitate understanding and improve students' practical skills. This study aims to develop a valid, practical, and effective training learning model based on video tutorials on Minangkabau embroidery learning material. The research is a design and development research (DDR) using the ADDIE framework. The research subjects involved experts namely media experts, learning material experts, design experts, and learning experts to assess the validity of the learning model, and the experimental subjects involved fashion major of vocational education on undergraduate students. Data collection in the study was carried out using questionnaires, learning achievement tests, and observation sheets. The results indicate a significant contribution to enhancing the cognitive, affective, skill, and attitude abilities of Fashion Education undergraduate students. These results also indicate that this model meets the criteria of valid, practical, and effective. The implications of these findings underscore the potential positive impact of the developed tutorial model on the overall learning experience and outcomes in fashion education.

Fashion Evolution in Emerging Contexts and the Role of Creative Centers

The article explores the impact of the fashion design center ZIPhouse on the evolution of the fashion industry in the Republic of Moldova, highlighting the transition from manu-facturing to design and own brands. The light industry in the Republic of Moldova has demon-strated resilience and growth, especially in exports, but it requires transitioning to more innovative models and focusing on design and own brands to remain competitive in the long term and overcome challenges related to high costs and declining workforce. The strategic development of creative hubs, such as ZIPhouse, is essential for supporting innovation and sus-tainable growth in the fashion industry. Colla-boration between universities and industry, as well as the integration of digital technologies, plays a crucial role in advancing skills and businesses in this sector. The article emphasizes ZIPhouse’s contributions to sustainable fashion education and the fashion ecosystem in the Republic of Moldova, highlighting community development and international collaboration.

Eduverse: Changing Paradigms in Fashion Education and Management

The Metaverse incorporates the immersive benefits of online technology to achieve a digital approach to learning in higher education, and within it, sub-verses are being born, that is, the Eduverse System (ES). Educational institutions, such as Pearl Academy, see more investment in this and are now looking to apply platforms such as the ES to current practices in teaching, learning, and training. However, employing Eduverse for classroom teaching will not be a quick process and comes with many challenges. This research contributes to the existing body of literature on the examination of learners’ perceptions of the incorporation of the Eduverse System into existing pedagogical approaches across all five campuses of Pearl Academy in India. The research model embraces the adoption of four variables that consider diverse aspects of this predicted migration by higher education learners, that is, willingness, perception, convenience, and capability, which will help gauge student responses in relation to the level of satisfaction and intention to adopt ES. Empirical conclusions are calculated by means of an online questionnaire using a 5-point Likert scale, with a sample size of 500 students from the fashion design programs offered at Pearl Academy. Factor and regression analysis tools, including weighted average score and mean score, help to analyze findings and to ascertain the level of satisfaction in students.

Storytelling for personal connection: A pedagogical strategy to localise fashion education

The 2015 student protests, #RhodesMustFall and #FeesMustFall, gave rise to the call to decolonise curricula and end the dominance of Western ideologies in South African higher education (HE). The argument put forward in this paper is the need to shift from a traditional approach to a humanised pedagogical approach, wherein students frame knowledge around individual experiences to construct personal and shared understanding. Although limited scholarship around decolonising South African fashion HE exists, such scholarship does not focus on storytelling and circle learning as pedagogical strategies. To address this research gap, narrative humanism, referred to in this research as storytelling, and circle learning are put forward as pedagogical strategies to integrate student identities for personal connection in South African fashion HE. This paper aims to explore the affordances of storytelling and circle learning to decolonise South African fashion HE. Through qualitative action research, two teaching and learning interventions, termed the pilot and main studies, were designed and applied with fashion students at a South African HE institution. Data collection entailed semi-structured student questionnaires, artefacts, and a reflective research journal. To analyse the data, content analysis was employed. The findings reveal that, irrespective of cultural lived experiences or diverse backgrounds, storytelling afforded a decolonised approach in terms of inclusivity, collaboration, and a safe environment for socially engaged dialogue and peer feedback. Similarly, circle learning seemed to reduce teacher-student power relations and contrasted traditional modes of delivery. Circle learning appeared to encourage meaningful, engaged participation, affording a progressive pedagogical strategy to accommodate student and teacher voices in open dialogue. This paper contributes to the scholarship of teaching and learning in that storytelling and circle learning are suitable pedagogies to decolonise fashion education in the Global South.

21st Century Skills in Tailoring Courses to Support Independent Learning in The Department of Fashion Education

This study aims to analyze 21st century skills in tailoring courses to support independent learning in the Department of Fashion Education FT-UNM. This type of research is qualitative research using data collection methods in the form of interviews with lecturers and students, and observation of the RPS used. The results showed the application of 21st century skills which include Critical Thinking, Creativity, Collaboration & Communication in learning tailoring courses. Research shows that 21st century skills are related to one another in tailoring course learning, so that each of the 21st century skills known as Skills 4C cannot be achieved if separated. This research shows the need to apply 4c skills in learning, so that it can be material for learning other practical courses to compile a plan for the application of 4c skills in learning.

Letting go of fear and biases: new perspectives on historic clothing for design education in the post-pandemic age of digitisation

ABSTRACT Object-based learning is at the foundation of fashion education as touch is a primary means to understanding clothing and textiles. Therefore, the utilisation of historic clothing and textile collections is vital, even in a time when more institutions are putting greater emphasis on digitisation and online engagement. This study's purpose was to assess the benefits of fashion design students physically engaging with a historic clothing and textiles collection through a series of workshops. The framework for the workshops employed experiential learning theory. Utilising a case study of two apparel design course sections, the students’ experiences with the workshops were assessed by pre- and post-reflective surveys analyzed by constant comparative analysis. The study’s findings have implications for educators in utilising historic collections to broaden students’ perspectives, enhance critical thinking skills, and encourage them to enjoy the process of learning instead of concentrating on searching for the ‘right’ answers.

Advanced Manufacturing for Sustainable Fashion. Developing Interdisciplinary Educational Experiences

As a creative industry with high cultural, social, and environmental impacts, Fashion is crucially demanding a paradigmatic shift through digital transformation toward a positive, sustainable change. Therefore, fashion education needs to nurture professionals able to tackle increasingly complex challenges, delving into technological systems and aiming at meaningful environmental, economic, cultural, and societal transformations. New learning paths, approaches, and tools should prepare future fashion designers with a hybrid set of skills placed halfway between design, technology, science, and arts. This paper presents the lessons learned from the Advanced Manufacturing for Sustainable Fashion (ASMF) module conducted at Politecnico di Milano (Design School) in the course Design for the Fashion System. While exploring digital fabrication and smart wearable technologies, students delve into prototyping activities aiming at reflecting on sustainability and fashion design practices’ impacts. The paper describes the used learning tools and approaches and reports on instructional and pedagogical learning outcomes, problems, and future implementation of interdisciplinary educational experiences toward a systemic design paradigm.

Designing Tomorrow: A Fresh Look at Fashion Education's Evolution

Designing Tomorrow: A Fresh Look at Fashion Education's Evolution

Integrating Informatics into Fashion Education: Trends, Challenges, and Future Directions

Integrating Informatics into Fashion Education: Trends, Challenges, and Future Directions

Challenges Visually Impaired Students Face in Acquiring Fashion Skills: A Case Study among Visually Impaired Training Institutions in Ghana

Purpose: This study explored the challenges visually impaired (VI) students face concerning fashion skill acquisition.
 Design/Methodology/Approach: The research design was based on qualitative. The combination of purposive and snowball sampling techniques was chosen to ensure a diverse participant pool, capturing a range of perspectives on what visually impaired students face concerning fashion skill acquisition. Thematic analysis was employed to uncover patterns and themes, contributing to a rich understanding of the subject matter.
 Findings: The findings revealed that the visually impaired are challenged by barriers to enrolment in fashion programmes, the cost-intensive nature of training, lack of sight, lack of skilled teachers and perceptions about Students with Visual Impairments (SVI) in Fashion. The study initiates further stakeholder discussions regarding designing a simplified inclusive curriculum to accommodate individuals with visually impaired and interested in enrolling on fashion courses.
 The Research Limitation: Purposive and snowball sampling techniques may introduce selection bias, as participants are recruited based on specific criteria and through referrals. This may result in a sample that is more inclined to share similar perspectives, potentially overlooking the diversity of experiences within the visually impaired student community.
 Practical Implication: Implementation of these practical measures can contribute to breaking down barriers and ensuring equal access to opportunities in the field of fashion for all students, regardless of visual ability.
 Social Implication: Inclusive fashion education for the visually impaired has the potential of developing such individuals socially and economically thereby relieving the government of potential financial burden and reducing the social exclusion that the visually impaired experience.
 Originality/ value: The novelty of studying visually impaired students regarding fashion skill acquisition lies in its potential to uncover unique challenges, innovative solutions, and opportunities for inclusivity in education and vocational training.

Fostering Sustainable Fashion Innovation: Insights from Ideation Tool Development and Co-Creation Workshops

Idea generation is often considered the biggest influence on both the value creation and sustainability of a product–service system. Although several researchers have put forward sustainable innovation tools, there has been limited research into potential tools that can support the ideation stage for future sustainable fashion professionals. In this study, we aim to address this gap by (1) critically examining the management control systems that support the ideation phase and how different types of tools assist sustainability innovation, (2) investigating the potential value of co-creation in the ideation phase, and (3) evaluating a sustainable fashion toolkit designed for use in co-creation workshops. The proposed application of the toolkit was tested with designers, marketers, and entrepreneurs in several co-creation workshops (n = 147) that examined the users’ experiences and the toolkit’s usefulness using task analysis. In-depth interviews with industry professionals and educators were also conducted to identify the key criteria for optimal tool development and use in both industrial and educational contexts. This study contributes at a theoretical level by proposing a sustainable fashion innovation tool that considers management control systems and practical guidelines for tool development and by delineating implications for the future of sustainable fashion education and skills.

Retracted: Exploring the Impact of Avatar Customization in Metaverse: The Role of the Class Mode on Task Engagement and Expectancy-Value Beliefs for Fashion Education

Retracted: Exploring the Impact of Avatar Customization in Metaverse: The Role of the Class Mode on Task Engagement and Expectancy-Value Beliefs for Fashion Education

Formal Fashion Education and Business Performance: An Exploration of Small-scale Fashion Designers in Ghana

Aims: This study explored the impact of formal fashion education on business performance among small-scale fashion designers in Ghana.
 Study Design: This research adopted a survey design approach.
 Methodology: Drawing upon Human Capital Theory (HCT) and using data collected from a survey of 398 small-scale fashion designers in Ghana, we employed a Partial Least Squares Structural Equation Modelling (PLS-SEM) to examine the relationships between formal education, business size, and business performance.
 Results: The findings indicate a significant positive relationship between formal education and business performance, suggesting that education plays a pivotal function in enhancing the performance of small-scale fashion designers. However, the study did not discover a significant relationship between formal education and business size, suggesting other factors, such as access to capital and market opportunities, may be critical for business expansion.
 Conclusion: These findings have critical implications for policymakers, stakeholders, and industry practitioners in the fashion industry, particularly in Ghana.

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.

Evaluation as Devaluation: The Labour of Critique in Fashion Education

A “critique” means something quite different in the art and design classroom than it does in the seminar room: an event of assessing students’ artwork. The monopolization of critique as a labour of appraisal serves to enforce that the hours fashion students spend crafting wearable garments are not remunerable labour hours but intangible investments in their own professional and personal development, installing a quite literal distinction between the material work created by the student and the immaterial work of the tutor to assign, guide, and grade it. This pedagogy helps naturalize the asymmetrical distribution of time and obligation through which the arts university precaritizes faculty in short-term work contracts while imprisoning students in long-term loans. By licensing its monopoly on critique to instructors within the studio-classroom so they may evaluate and thereby devaluate the work of students, the university insulates itself from solidarity between its different constituencies.

Higher Fashion Education in Perspective: The Effects of Work-Based Learning On Industry Requirements

Change occurs rapidly in the world of work these days. Keeping pace with this rapid change is a continuing challenge for Ghana’s Higher Education (HE) institutions. The study, thus, explored the effects of work-based learning (WBL) on industry requirements through higher fashion education in Ghana. The research adopted the quantitative data collection and analysis method. The population for the study comprised postgraduate and undergraduate students of the HE institution in Ghana, offering the fashion design and textiles option as well as fashion houses (industry). The data was analysed using the hierarchical multiple regression statistical technique. Regarding policy, the findings may be used to inform decisions related to the curriculum of fashion design and textile programmes in Ghana. In terms of research, it provides evidence of the positive impact of WBL experiences on students’ preparedness for the fashion industry.

Cyclic inclusive fashion design process based on an FEA model for inclusive fashion education

ABSTRACT The objective of this study was to develop an inclusive fashion design (IFD) process using digital tools for educational purposes. The study consisted of three stages: development of IFD process prototypes 1 and 2 with different phases for incorporating diverse users’ information (before and after the ideation phase), conducting an experiment on ten undergraduate students using two types of IFD process prototypes, and analysing the IFD process prototypes through protocol analysis, statistical analysis, and experts’ assessment. The study found that the timing of incorporating user information can have a significant impact on inclusive fashion design. The user-centered Type 1 prioritised social and symbolic expressions and functional aspects over other design elements. Type 2, which focused more on aesthetics, better reflected users’ expressive needs and allowed for more adaptable designs based on diverse users. The study proposed a cyclic IFD process that encourages students to consider the needs of diverse consumers.