Exploration of the meaning of sustainability in textiles and apparel discipline and prospects for curriculum enhancement

Sustainability is gaining importance because of heightened ecological challenges. The UN declared 2005-2014 as the decade of sustainable development encouraging educational institutions at all levels to nurture ecologically literate individuals. An ecologically literate person has the knowledge necessary to comprehend interrelatedness among individuals, society and nature, an attitude of care or stewardship, and the practical competence required to act on the basis of knowledge and feelings. This study focuses on developing an understanding of the definition of the term sustainability, and expectations related to sustainability for education in the discipline of textiles and apparel. Focus group interviews with college students provided an understanding as to how they define sustainability and how they take action to embody sustainable behavior in their personal and professional lives. The focus group interviews describe their ecological literacy level and understanding of sustainability. In order to get a holistic perspective, individual interviews with two additional audiences (academic and industry) were conducted. Results of focus groups indicated that students use a variety of terms to define sustainability and view it from an ecocentric perspective, but complete understanding and a comprehensive definition are absent. Results of individual interviews indicate that a life-long learning focus is critical to understand sustainability and its connection to the textile and apparel industry. Overall, results indicated that students are engaged with sustainability and take actions based on their knowledge, but that their knowledge is limited. Themes related to environment, longevity, recycling, resource depletion and conservation, mass engagement, conscious shopping behavior, cost of sustainable choices and a lack of education for sustainability were common among the three types of interviewees. Student\u27s ecocentric perspective focused on environmental sustainability while experts had a balance of social and environmental sustainability. The results of question on curriculum provided valuable insights on content and pedagogy from all three groups of interviews. Implications of this research address students, educators, textiles and apparel professionals and businesses, and consumers

Does Fashion Sustainability Instruction Influence Student Intention to Make Sustainable Apparel Choices?

This study examined the effects that sustainable fashion education had on college students’ attitudes, subjective norms, knowledge, and intention to make sustainable apparel choices. In addition, relationships were analyzed and interpreted between intention and attitudes, subjective norms, and knowledge. The need for this research stems from changes in the fashion industry that required the adoption of new business models. The circular economy model embraces a culture that makes, consumes, enriches, or returns the product to supply chains. For the circular model to be successful, all stakeholders must understand the role one plays in creating a sustainable industry. The consumer is an essential player in the circular model. Overconsumption and underutilization of clothing by the consumer are currently not sustainable. This quantitative study was guided by Ajzen’s theory of planned behavior that predicts individual intention to engage in a behavior in which the person can exert self-control. This study followed a quasi-experimental design with paired t test and correlational analysis, collecting from a sample of 97 college students. Pretest and posttest survey data was gathered from college students before and after they completed a series of online learning modules about fast fashion and sustainable fashion. This study provided evidence that educational intervention influences a significant change in subjective norms, attitudes, knowledge, and intention. Research findings show that subjective norms and attitudes had significant relationships with intention to make sustainable apparel choices. The findings from this research support a need for education about the impacts apparel and clothing choices have on our environment. Results also provide evidence that education makes a positive impact. Conclusions from the research provide implications for FCS professionals exploring topics and approaches for educating others about sustainable apparel production, consumption and care, and a return to production

Exploration of the meaning of sustainability in textiles and apparel discipline and prospects for curriculum enhancement

Sustainability is gaining importance because of heightened ecological challenges. The UN declared 2005-2014 as the decade of sustainable development encouraging educational institutions at all levels to nurture ecologically literate individuals. An ecologically literate person has the knowledge necessary to comprehend interrelatedness among individuals, society and nature, an attitude of care or stewardship, and the practical competence required to act on the basis of knowledge and feelings. This study focuses on developing an understanding of the definition of the term sustainability, and expectations related to sustainability for education in the discipline of textiles and apparel. Focus group interviews with college students provided an understanding as to how they define sustainability and how they take action to embody sustainable behavior in their personal and professional lives. The focus group interviews describe their ecological literacy level and understanding of sustainability. In order to get a holistic perspective, individual interviews with two additional audiences (academic and industry) were conducted. Results of focus groups indicated that students use a variety of terms to define sustainability and view it from an ecocentric perspective, but complete understanding and a comprehensive definition are absent. Results of individual interviews indicate that a life-long learning focus is critical to understand sustainability and its connection to the textile and apparel industry. Overall, results indicated that students are engaged with sustainability and take actions based on their knowledge, but that their knowledge is limited. Themes related to environment, longevity, recycling, resource depletion and conservation, mass engagement, conscious shopping behavior, cost of sustainable choices and a lack of education for sustainability were common among the three types of interviewees. Student's ecocentric perspective focused on environmental sustainability while experts had a balance of social and environmental sustainability. The results of question on curriculum provided valuable insights on content and pedagogy from all three groups of interviews. Implications of this research address students, educators, textiles and apparel professionals and businesses, and consumers.</p

Incorporating Sustainability Into Utah High School\u27s Textiles and Apparel Curriculum

The purpose of this study was to propose sustainability-based curriculum changes to Utah\u27s textiles and apparel (TA) curriculum. This study\u27s specific curriculum change proposals are limited to Sewing Construction and Textiles (SCT) 1 and Sports and Outdoor Design (SOD) 1 courses. The proposed changes were made with the input of 24 Utah FCS TA educators via a research-developed survey on Qualtrics. FCS TA educators were asked to give their input on sustainability topics already taught in their classroom, teaching methods of sustainable topics, potential barriers to incorporating sustainability into the curriculum, and their receptiveness to curriculum change. The Teacher Attitudes Towards Curriculum Change Model (TATCCM) was developed and validated to measure teacher receptiveness to curriculum change. The TATCCM can be used to determine any group of teachers\u27 receptiveness to curriculum change. Relationships were examined between teacher receptiveness and teacher demographics and perceived barriers to incorporating sustainability. Years Taught was the most common significant variable when predicting reactions to curriculum change. The proposed curriculum was meant to validate Utah FCS teachers\u27 efforts to incorporate sustainability and align the curriculum with FCS organizations. The sustainable principles incorporated into the curriculum were informed by common sustainability topics already being taught, potential barriers to including sustainability in the TA curriculum, variables from respondents\u27 reactions to curriculum change, the National Standards for Family and Consumer Sciences (NASAFCS) Education, the Organization for Economic Co-operation and Development (OECD) learning compass, and Mezirow\u27s 11 Phases of the Transformative Learning Cycle. Future research should continue exploring other states\u27 efforts toward incorporating sustainability into their TA curriculums. To support the proposed changes to the curriculum, lesson plans, and professional development should be provided to educators

An exploratory study into teaching for social responsibility in apparel and textiles university programs

Doctor of PhilosophyDepartment of Educational LeadershipMajor Professor Not ListedThe purpose of this research was to investigate social responsibility in the apparel and textiles field through the lens of the faculty, including how they define social responsibility and incorporate it into the curriculum. This research explored how faculty who identify as teaching from a social responsibility perspective interpret the term, curriculum topics they address, their pedagogical approaches to instructional design of this curriculum, and the ways they assess student learning. As part of this research an interdisciplinary body of literature was examined within the context of teaching for social responsibility. Education was found to play a major role in encouraging young designers and industry professionals to embrace social responsibility, sustainable fashion, and to consider the product lifecycle (Moorhouse & Moorhouse, 2017). The quantitative research design for this study used a survey method. Analysis included frequency distributions, percentage ratios, and inductive analysis for the open-ended question data. This study aimed to improve the understanding for why and how apparel and textiles instructors include social responsibility in their curriculum. The findings showed that apparel and textiles instructors perceived social responsibility topics as important to the curriculum and that their personal experiences and beliefs influence how they define social responsibility. In addition, the results produced an updated and more inclusive list of social responsibility topics relevant to the current state of the apparel and textiles field. The results provided information about which instructional methods and assessment measures faculty use in their courses when teaching social responsibility topics. The findings aid in supporting faculty to include social responsibility in their teaching. Lastly, the results from this study can inform strategies to develop future curriculum design