Training of Future Vocational Education Specialists for Upcycling of Light Industry Products

Shuhailo, Ya.V.

doi:10.32843/2663-6085/2021/37.60

Cited by 2 publications

(2 citation statements)

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“…The formation of key competencies of sustainable development for future specialists is not provided for in the recently approved educational standards of Ukraine. Meanwhile, demand from employers exists for specialists with waste management technologies at all stages of production, use and disposal of used products [34,35]. In today's conditions, the necessary skills and abilities are formed in students in fragments, during the study of individual disciplines, or in the process of their professional activities.…”

Section: Regression Model Explaining Upcycling Behaviourmentioning

confidence: 99%

Adapting engineering education to challenges of sustainable development

Derkach

Shuhailo²

2022

IOP Conf. Ser.: Earth Environ. Sci.

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Textile and clothing industries generate a lot of waste at both production stages and in the process of wearing garments. Every inhabitant of developed countries annually wastes up to 30 kg of used but still suitable clothes, which decompose very slowly in natural conditions. The broadest possible implementation of textile waste processing technologies, such as downcycling and upcycling, is the key to ensuring the successful operation of the textile and clothing industries under conditions of sustainable development. The paper goal is to determine factors controlling students’ upcycling behaviour to strengthen the educational components and meet sustainable development challenges for the garment industry. Based on interpersonal and planned behaviour models, 93 students of 1-6 years majoring in clothing technology, design and sectoral professional education were surveyed to understand their upcycling behaviour. The surveyed students are divided into similar-sized groups of optimists (practice upcycling more than once every three months) and pessimists (less than once a year). Upcycling behaviour was shown to correlate with intentions, which are, in turn, affected by social factors, attitude, and perceived behaviour control. Perceived habits and facilitating conditions have a relatively small impact. There is almost no difference between students of different years of study and specialities. Students’ understanding of the benefits of upcycling is shallow and does not change with training years. Amid a highly-positive attitude towards upcycling, a low level of knowledge of the benefits and lack of progress with years indicate existing problems in developing upcycling behaviour in the learning process.

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Section: Regression Model Explaining Upcycling Behaviourmentioning

confidence: 99%

Adapting engineering education to challenges of sustainable development

Derkach

Shuhailo²

2022

IOP Conf. Ser.: Earth Environ. Sci.

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“…These methods are described in many works [23][24][25][26]. Their application in the context of the study is described in more detail in [27,28]. The programs of both disciplines were supplemented with new lectures and practical classes to master the main components of PBL and PjBL methods.…”

Section: Sample Of Respondentsmentioning

confidence: 99%

Incorporation of upcycling techniques into technology education

Shuhailo

Derkach

Ustenko³

2022

J. Phys.: Conf. Ser.

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By surveying 95 students studying design and technology in the light industry, the problems in mastering upcycling technologies were explored, and ways to overcome them were outlined. The analysis of existing problems is carried out at three levels - personal perception of upcycling, the formation of relevant skills and knowledge and lack of experience in scaling personal expertise to a business startups level. All respondents are roughly divided into those who practice upcycling frequently and those who do it occasionally. Another 15% of respondents did not decide on their preferences. Respondent attitude, control of behaviour, and behavioural intentions are the most influential factors that encourage upcycling. The influence of social factors, perceived habits and the presence of facilitating conditions is more moderate. Interviewed students have a poor understanding of the benefits of upcycling. Competence for creativity, which is key to mastering upcycling techniques, is absent in educational and professional programs in technology and design. Several examples of possible changes in curricula from 4 disciplines aimed at the formation of creativity are given. The main reasons that complicate the scaling of acquired skills and knowledge in developing business startups with upcycling are analysed. An example of a designed startup is given.

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Training of Future Vocational Education Specialists for Upcycling of Light Industry Products

Cited by 2 publications

References 0 publications

Adapting engineering education to challenges of sustainable development

Adapting engineering education to challenges of sustainable development

Incorporation of upcycling techniques into technology education

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