This article intends to present information and awareness to the society regarding issues related the importance of recycling textile and apparels. This is mainly due to the fact that the fashion industry is among the ones that produce great quantity of waste that could lead to environmental pollution. Textile material waste is becoming a common issue in the fashion industry. This happens when drastic changes occur in the fashion industry. Thus, the fashion industry now produces various designs of apparels by offering low prices. Therefore, the consumers are presented with more choices in choosing their clothing style that needs to be disposed and recycled. Due to this, the textile and apparel production should take into consideration the importance of sustaining the environment by producing environment-friendly products that can be recycled. The fashion industry players need to think of effective methods that encourage consumers to buy textile products that can be recycled and re-used. Designers need to be creative and innovative in redesigning apparels which are being recycled. The consumers need to be more positive and show tendency to buy textile products and environmentfriendly apparels that are made of used materials and organic materials such as bamboo, chicken feather fibre and vegetable oil. All the related parties need to work together in order to overcome environmental pollution and this cooperation will ensure proper and effective handling of environmental pollution.
United Nations (UN) has declared Sustainable Development Education (ESD) as an effort to achieve sustainable development goals (SDGs). Hence, it is encouraged that all parties globally, the government, the industry and education to implement a holistic and creative ESD approach to realize the goals of SDGs. ESD issues are also discussed in fashion education because the fashion industry is a contributor to environmental pollution. Thus, the values of sustainability in fashion education should be applied to students at an early stage so that students can understand different perspectives when faced with sustainability issues. In addition, students' attitudes and behaviour towards environmental issues are also at a moderate level. Students have been influenced by various influences such as mass media, ideologies and other social aspects. Thus, the objective of this study was to provide more information on issues in sustainable fashion education. The researcher also tried to channel some initiatives and the mechanism that can be used for the ESD practice approach in fashion education. The methodology used in this article was through the information review of previous studies. The information collected consists of articles of study and existing reports. The general and specific keywords were also used in the information search. Besides, the researcher also modified previous research results and combined various previous research findings to identify issues and trends of ESD in fashion education. From the findings, several parties play important roles in practising ESD in fashion education. The parties involved are educators, educational institutions, the government and the industry. In addition, various approaches can be done to promote ESD practices to students such as the application of mixed technology, the use of conceptual models in the fashion curriculum, the development of sustainable fashion courses, innovation in curriculum and pedagogy as well as collaborative activities between institutions and the industry. The findings also showed that several theories and models of previous studies discussed the significant relationship of factors influencing ESD practices. Those theories are Theory of Planned Behavior-TPB, Norm Activation Theory - NAT, Predictors of Environmental Behavior: PEB model and KAP Model.
Self-assessment in practicum courses may develop students' characters, for example, honesty, discipline, and responsibility. Moreover, it can also improve students' initiative, critical, and creative thinking. However, assessment for practicum courses is fully conducted by lecturers without any involvement from students. This study aims to develop self-assessment instruments to assess students’ characters while performing fashion design practicums using the HOTS approach. The instruments were developed using the 4D model by Thiagarajan. The model consists of some stages, namely Define, Design, Develop, and Disseminate. The sample was collected from 15 students taking the Haute Couture course. The participants of this study were selected using purposive sampling. The developed instruments were validated by experts and were considered “Almost Perfect”. The inter-rater reliability index is higher than 0.7, so it indicates that the instruments met the criteria required. Some experts in fashion design were involved to validate the instruments. The collected data were then analyzed using descriptive statistics. Based on the self-assessment, it was found that 14 out of 15 students were considered competent or having very good performances. The developed instruments can be used to assess students’ performance characters in practicum courses as they may measure students' competency (hard skill) and characters (soft skill). This study reveals that self-assessment of work attitudes needs to be pursued during practical learning to enhance learning motivation and develop relevant competencies.
This study discusses the analysis results of the requirements carried out as a first step in constructing an interactive multimedia module for learning and facilitating (LFc) the topic of making clothes. Respondents consist of 13 Home Science teachers and 166 form five students from different secondary schools in the northern zone of Sarawak. The purpose of this analysis is to identify the normative requirements of the topics contained in Home Science Standards of Content and ascertain the perception and student-sense needs. This requirement analysis of students is also done from the perspective of teachers as individuals who are directly involved in the learning and facilitation of Home Science. The results show that the topic of making clothes is considered as a very difficult subject by the teachers and students. The results of the comprehension test on the topic of making clothes also show the students' low level of achievement. Although the teachers use multimedia software to teach the topic of making clothes, it is found that the software used to teach the topic is incomplete and does not conform to the Home Science Standards of Content.
The Multimedia Interactive Module of Making Clothes (MIMC) is developed for the teachers to learn and facilitate (LFc) the teaching of the Making Clothes topic in the Home Science (HS) subject in the Malaysian schools. The purpose of this study is to test the effects of using the MIMC on students' understanding of the basic concepts of making clothes. This is a quantitative study employing the quasi-experimental method of pre-and post-test. The study used cluster sampling to select 73 Form Four HS students who were then divided into the treatment and control groups. A total of 37 students of the treatment group were taught the topic of Making Clothes using the MIMC while 36 students of the control group were taught using the conventional method. The data were analyzed using the SPANOVA test. The findings show that the use of MIMC has a significant impact on the students' understanding with p <0.05. The implications of this study are that the use of MIMC effectively increases the students' understanding as well as the mastery of the difficult and abstract making-clothes concepts. In conclusion, multimedia-based teaching and learning yield better outcomes than those of the conventional method.
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