Pedagogy and Professional Development

Faculty Perceptions of Divergent Thinking in Fashion Design Education

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Abstract

This study examines fashion design faculty perceptions of divergent thinking (DT) and its role in fostering creativity within design education. Through open-ended interviews with four faculty members at an R1 university, the research explores how educators understand DT, perceive their role in developing creative skills, and implement DT principles in their teaching. Findings reveal that while faculty recognize DT's importance for student success in the fashion industry, they face substantial barriers including time constraints, rigid curriculum structures, and overemphasis on technical skills over creative exploration. Despite these challenges, participants identified existing classroom practices that support creativity, such as flexible teaching approaches and exploratory projects. Faculty emphasized the need for reflection, solitude, and stepping away from structured environments as essential to the creative process. The study highlights opportunities for curriculum revision to better balance technical skill development with creative exploration, ultimately preparing students for industry demands for innovation and adaptability.

Keywords: pedagogy, creativity, faculty

How to Cite:

Roelse, K., (2025) “Faculty Perceptions of Divergent Thinking in Fashion Design Education”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.21515