Abstract:

In recent years, sustainability has become a central theme in higher education, particularly in fields with significant environmental and social impacts, such as fashion design. The fashion industry is now recognized as one of the sectors with the greatest environmental and social impact, making the integration of sustainability into fashion design programs urgent. In this context, education plays a crucial role in training conscious designers capable of addressing challenges related to climate change, resource use, and the ethical implications of production. This paper explores how sustainability is integrated into fashion design curricula, with a particular focus on project-based learning. This approach allows students to engage with real-world problems, fostering the practical application of sustainability principles within the design process.

The research employs a qualitative methodology based on the doctoral candidate’s direct experience, gained through the educational activities required by the doctoral program, specifically through teaching support activities within fashion design courses and workshops, conducted under the supervision of the course instructor. Participant observation, combined with critical reflection on teaching and design dynamics, constitutes the primary analytical tool. The results highlight how the integration of sustainability into the curriculum significantly contributes to the development of various soft skills in students, including critical thinking, problem-solving, creativity, collaboration skills, and ethical awareness. The sustainable design approach also fosters greater autonomy and decision-making ability.

In conclusion, through a critical examination of teaching practices, project methodologies, and interactions with students, this paper highlights the opportunities, challenges, and potential of teaching sustainability in fashion design, offering useful insights for improving academic training programs.

Keywords:

Sustainability in higher education, Fashion design education, Doctoral teaching experience, Project-based learning.