Active learning and critical thinking in fashion design education

Abstract

Design for sustainability is not a new concept, it has, however, evolved from a single product to a complex system, which places design and engineering in the tension between consumption dynamics, product thinking and system thinking, accompanied by an increased need to understand user values to qualify, operate and integrate "sustainable product strategies." Throughout history, fashion educations have subjected to support the interest of the fashion industry and its changing conditions. However, the present structure (Fast fashion) has resulted in a reduced focus on people and products. Consequently, we find that "supporting the interest of the industry" might not be uncritically to follow the current path of training students based on the market indication and mindset of the fast-fashion paradigm. Instead, we advocate that education has an obligation to train students to address and rethink fashion strategies and product development in the transition towards sustainability and social responsibility; therefore, we see education as an accelerator for change. This article presents a didactic approach to foster students' ability to diverge between zooming out and zooming in as it enables exploratory, action-orientated, and transformative learning and encourages students to think critically and systematically. Zooming out relates to the context or the bigger picture. Through empirical research, students experience and establish what is going on as opposed to speculating on what might be going on.