Sustainable Innovation In Teaching And Learning Of Pattern Making Skill

Abstract

Pattern making is one of the most important skill-based courses in fashion educationn curriculum, where students learn clothing construction through drafting, draping and creating basic pattern for garment production. The impact of textile waste and fast fashion to the environment has been widely discussed in the fashion realm, locally and globally. To address the issue, fashion education becomes the potential platform to integrate pattern making skill and sustainable innovation which can be delivered through teaching and learning activities. The ultimate goal of this research is to develop a framework of sustainable innovation in teaching and learning of pattern making skill for fashion educational programs. In the qualitative approach, the data were collected from document analyses, interviews and observations. 21 participants including fashion educators, designers and pattern makers are involved in interview sessions. The elements of sustainable innovation emerged from the thematic analysis are upcycling, zerowaste, minimization and technology advancement. The study suggests that: 1) The learning objective must be concise and include Design for disassembly, Up cycling and Transformational Cutting. 2) Learning activities to involve more peer and industry collaboration. 3) Teaching strategies to infuse more problem-based learning and be technologically inclined and 4) Assessment on sustainable innovation knowledge must be evaluated. The developed framework can be utilised as a guideline for higher education institutions to implement sustainable innovation specifically in the teaching and learning for pattern making skills.

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

“…The application of experiential learning in sustainability-related projects enhances problem-solving skills Agarwal (2021); Becker-Leifhold & Hirscher (2019); Choi (2019); Gam & Banning (2020) and fosters subjective attitudes, contributing to a more profound learning experience (Agarwal, 2021;Lin, 2021). Experiential learning can be effectively applied through hands-on activities such as sustainable textile production, pattern-making, and garment construction, enabling students to directly engage with sustainable practices and materials (Azman et al, 2022). This approach facilitates a deep understanding of sustainability concepts by actively participating in sustainable design processes and reflecting on their work's environmental and social implications.…”

“…Furthermore, experiential learning in sustainable fashion education extends beyond the classroom to real-world projects, such as implementing sustainable innovation in patternmaking skills (Azman et al, 2022). Engaging in such projects equips students with practical skills and cultivates a sense of responsibility and agency in addressing sustainability challenges (Waddell, 2021).…”

Analysis of student learning outcomes through the task learning approach toward cash pattern construction course

“…Lecturers play a big role in instilling awareness in their students to continue learning, develop their knowledge, and become independent individuals who are able to develop skills (Alifiyarti et al, 2023;Somadayo & Kurniawan, 2023). To improve students' abilities and understanding of the material both theoretically and practically when studying fashion pattern construction, lecturers should prepare strategies or use learning media that students can understand at any time during lectures (Azman et al, 2022;Dunlosky et al, 2013;Ernawati, 2022). Learning media are information carriers that are specifically designed to fulfill objectives in teaching and learning situations (Folkourng & Sakti, 2022;Fortuna et al, 2023;Rini et al, 2023).…”