Understanding students' perceptions of sustainability in global fashion education

Ryan, Karen, Khamisani, Noorin, Joyce, Corinna, Mendonca Guterres Torres, Lara, Quintero Rodriguez, Carolina, Mohajer va Pesaran, Daphne and Sousa, Graziela (2025) Understanding students' perceptions of sustainability in global fashion education. 27th Annual IFFTI Conference: Forming Futures, London College of Fashion, UAL, London, United Kingdom. 24 - 28 Mar 2025.

Abstract

In response to the urgent climate crisis and evolving demands of the global fashion industry, educational institutions must integrate sustainability into their curricula. By aligning fashion programs with student perspectives and the United Nations Sustainability Development Goals (SDGs), future professionals can acquire the necessary knowledge and skills. Addressing social and environmental concerns in fashion education remains paramount. This study explores global student perceptions of sustainability within fashion curricula, exploring how educational practices influence attitudes towards sustainable fashion in consumer and producer countries. Building on collaborative research between RMIT University Vietnam and the University of Portsmouth in 2023, the project has been extended to involve student cohorts from Istituto Marangoni London, RMIT University Melbourne, and the University of Lisbon. Through survey data analysis, the research identifies factors shaping student views on sustainability and assesses pedagogical effectiveness. By understanding these influences, educators can enhance student engagement and promote sustainable practices within the industry. This approach underscores the importance of active learning pedagogies in fostering sustainable commitments. The research contributes to ongoing conversations about education's role in shaping the fashion industry's future. By conducting a comparative analysis across diverse student cohorts and programs globally, it offers insights into effective sustainable education practices in various cultural and educational settings. Integrating sustainability into higher education benefits students, academics, and industry professionals alike. Students gain specialised skills for evolving industries, boosting employability and sustainability contributions. Academics benefit from flexible curricula supporting innovative practices and industry connections. Industry professionals can leverage academic collaborations to stay updated on sustainability trends and recruit new talent. Advocating for a student-centred approach to sustainable fashion education, this study emphasizes the importance of creative research and practical applications for shaping a forward-thinking industry-aligned educational framework.

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Contributors

Author: Karen Ryan

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