Social and Psychological Aspects

Creating an Atmosphere of Well-Being in a Product Development Course: A Multi-University Study

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Abstract

Student loneliness is an increasing concern in higher education, particularly among young adults, highlighting the need for pedagogical approaches supporting social and mental well-being. This mixed-methods study examines the impact of a co-creation collaborative learning activity implemented in Fashion Product Development courses at two U.S. public universities. Using Collaborative Learning Theory and Social Support and Buffering Theory, the study investigates whether within-group and cross-university collaboration enhances students’ social and mental well-being. Junior and senior fashion design and merchandising students participated in a design and merchandising competition, with random cross-university pairings facilitated digitally. Pre- and post-surveys using the Keyes Social Well-Being Scale and the Warwick-Edinburgh Mental Well-Being Scale, alongside reflective blogs, assessed outcomes. Results suggest improvements in social contribution, self-worth, optimism, and perceived usefulness. Findings highlight the complementary roles of digital and face-to-face collaboration. Overall, findings support all four hypotheses and position co-creation as a promising strategy for fostering student well-being.

Keywords: social well-being, mental well-being, fashion product development, co-creation, collaborative learning theory, social support and buffering theory

How to Cite:

Burton, M., Liang, J. & Eike, R. J., (2025) “Creating an Atmosphere of Well-Being in a Product Development Course: A Multi-University Study”, International Textile and Apparel Association Annual Conference Proceedings 82(1). doi: https://doi.org/10.31274/itaa.21825