Pedagogical Approaches for Sustainable Fashion Design Curriculum: A Systematic Literature Review

Abstract

Teachers' pedagogical approach significantly contributes to ensuring the quality of sustainability education, facilitating the achievement of learning outcomes. The heightened demand for sustainable fashion design necessitates integrating sustainability education into the curriculum, preparing future fashion designers with the knowledge and skills required by the current industry. Despite numerous studies on sustainable practices in fashion design education, there remains a gap in systematic literature reviews addressing the pedagogical approach implemented in the fashion design curriculum. Thus, this systematic literature review highlights and discusses the pedagogical approaches and teaching methods employed in implementing sustainability education in fashion design curriculum. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) method was used to analyze articles from the SCOPUS, ERIC, and AASHE databases. A comprehensive electronic database search using keywords and search strings yielded 134 publications between 2019 and 2023, all written in English, and only 12 articles were selected based on the established criteria. The findings indicate a preference for experience-based learning and project-based learning approaches in implementing sustainable fashion design courses. This provides a direction for future research to further explore the possibilities of other pedagogical approaches to enhance the implementation of sustainable fashion design courses.