Innovative, environmentally sustainable fashion design: a blended learning teaching framework that supports positive emotions and creativity during a design process

A. J. C. de Wet, D. Smal
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Abstract

Creativity, driving environmentally sustainable fashion design through innovation, has become increasingly more important. From an educational perspective, enhancing students’ creative design thinking processes, presents several challenges, especially in blended learning. This article addresses this concern and reports on the implementation of a blended learning teaching framework, applied to support students’ positive emotions and creativity during an environmentally sustainable fashion design project that required innovative design solutions. The qualitative inquiry adopted a case study research design, involving undergraduate fashion design students at a tertiary institution in South Africa. Two key findings have emerged from the research. Firstly, the significant level of creativity required by the undertaken design project requires re-thinking of support for creative and innovative thinking. Secondly, a clearer understanding of the anxiousness caused when participants are faced with innovative design practices is needed to find suitable solutions. Based on the findings, this paper concludes with improvements presented in an amended framework.
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创新的,环境可持续的时装设计:一个混合学习教学框架,在设计过程中支持积极的情绪和创造力
创造力,通过创新推动环境可持续的时尚设计,已经变得越来越重要。从教育的角度来看,提高学生的创造性设计思维过程提出了一些挑战,特别是在混合式学习中。本文解决了这一问题,并报告了混合式学习教学框架的实施情况,该框架应用于在环境可持续的服装设计项目中支持学生的积极情绪和创造力,该项目需要创新的设计解决方案。定性调查采用案例研究设计,涉及南非一所高等院校时装设计专业的本科生。这项研究得出了两个关键发现。首先,所承担的设计项目所要求的显著水平的创造力需要重新思考对创造性和创新思维的支持。其次,需要更清楚地了解参与者在面对创新设计实践时所产生的焦虑,从而找到合适的解决方案。基于研究结果,本文总结了在修订框架中提出的改进。
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来源期刊
International Journal of Fashion Design, Technology and Education
International Journal of Fashion Design, Technology and Education Arts and Humanities-Visual Arts and Performing Arts
CiteScore
3.10
自引率
0.00%
发文量
36
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