Sustainability education has been developed, but typically in a formal manner of specific courses or programs (Connell & Kozar, 2012). The objective of this research was to introduce sustainability seamlessly into the curriculum of a seemingly unrelated course in a way that would empower students instead of paralyzing them (Palmer, 2017). Subsequently, another goal was to give students an opportunity to make immediate course to practice connections by encouraging students to incorporate sustainability into their project work. Through a designed course discussion on innovation, the research sucussfully introduced the concept of sustainability into a required fashion course. The research also provided students opportunities to incorporate sustainability into their projects. Additionally, the activity prompted students to consider fashion sustainability earlier in their academic career.
Keywords: fashion, undergraduate, pedagogy, Sustainability
How to Cite:
Chen, C. & Park, M., (2020) “Sustainable Innovations and Empowerment: Redirecting Pedagogy Strategies in Fashion”, Sustainability in Fashion 1(1). doi: https://doi.org/10.31274/susfashion.11456