Uncovering students’ & educators’ perceptions of sustainability in global fashion education: a comparative study across five institutions

Ryan, Karen, Khamisani, Noorin, Joyce, Corinna, Mendonca Guterres Torres, Lara, Quintero Rodriguez, Carolina, Mohajer va Pesaran, Daphne and Sousa, Graziela (2026) Uncovering students’ & educators’ perceptions of sustainability in global fashion education: a comparative study across five institutions. 28th IFFTI Annual Conference at RMIT Vietnam, RMIT Vietnam, Ho Chi Min, Viet Nam. 13 - 17 Apr 2026. (In Press)

Abstract

Increasingly educational institutions are incorporating sustainability into their curricula to respond to the climate emergency and global fashion industry needs. Aligning fashion curricula with student and educators' perspectives and the United Nations Sustainable Development Goals (SDGs) ensures that the next generation of fashion designers and entrepreneurs are equipped with the knowledge and skills to thrive in an evolving industry. Although many fashion programs have made significant strides, further work is needed to address social and environmental considerations in fashion education holistically.

This paper explores students' perceptions of sustainability within the fashion curriculum globally, examining how practices influence understanding and attitudes towards sustainable fashion in consumer and producer countries. Building on a collaborative research project between the University of Portsmouth and RMIT University Vietnam in 2023, this next phase includes additional cohorts and educators from Istituto Marangoni London, RMIT University Melbourne, and the University of Lisbon as well as collaborative educator dialogue.

Through a mixed methodology including student surveys and educator reflective discussions, this research identifies key factors shaping views on sustainability and evaluates pedagogical effectiveness. The team collected rich qualitative and quantitative data for a comprehensive understanding of students' perceptions and educators’ experiences. By analysing current pedagogical approaches, the study identifies crucial factors that shape students' views on sustainability and evaluates the impact of differing contexts.

The findings highlight the need for integrated and holistic approaches to sustainability in fashion education, and emphasise co-designing pedagogies that actively engage students and educators to foster deeper commitment. By understanding influential factors on students' perceptions, institutions can develop effective strategies to enhance student engagement and advocate sustainable leadership from within the fashion industry. This project advances the dialogue on education’s role in shaping the future of fashion, calling for pedagogies that combine creative inquiry and practical innovation to support a more sustainable, future-oriented fashion system.

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Contributors

Author: Karen Ryan

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