Teaching slow fashion: an inquiry-based pedagogical approach

Abstract

ABSTRACT There is a growing recognition for the need to integrate slow fashion concepts within the fashion curriculum. Slow fashion is a dimension of sustainability gaining industry attention. This study explores how slow fashion and sustainable concepts can be integrated more holistically throughout the fashion curriculum using inquiry-based learning (IBL). IBL requires students to play an active role in making inquiries, gathering information, and drawing conclusions about a topic. Students completed a questionnaire following the implementation of an IBL project focused on slow fashion. The results of this study demonstrate that by using IBL as a pedagogical strategy, slow fashion concepts can be effectively incorporated within courses that are not directly focused on sustainability.