Apparel consumption is a contributing cause of environmental change, and environmental integrity requires the encouragement of eco-conscious apparel acquisition. Unfortunately, among consumers, there is limited engagement in this behaviour. Therefore, the purpose of this study was to expand the knowledge base of eco-conscious apparel consumption and question the limited participation by identifying barriers that constrain consumers. This study used a qualitative approach to collect and analyse data from 26 eco-conscious consumers. Data collection for the study occurred through semi-structured interviews. Results indicate that consumers find it difficult to engage in eco-conscious apparel acquisition on a consistent basis because a number of barriers stand in the way. These barriers include knowledge and attitudes about environmentally preferable apparel, availability of environmentally preferable apparel, economic resources, retail environments and societal norms. Consequently, the implication is that strategies intending to encourage ecoconscious apparel acquisition should include a focus on diminishing these barriers.

PurposeThe purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which key sustainability competencies develop in students during an introductory transdisciplinary sustainability course.Design/methodology/approachThe paper summarizes three previously identified key sustainability competencies and describes teaching methodologies used in the introductory course described here to foster these competencies in students. The development of these competencies over the course of one semester is assessed using a pre‐/post‐test based on case analyses. The implications of these findings for academic sustainability programs are discussed.FindingsBased on the assessment used here, the sustainability competencies developed differently in students with different disciplinary affiliations as a result of the introductory sustainability course. Business majors did not improve any of the key competencies, sustainability majors improved systems thinking competence only, and sustainability minors who were majoring in another traditional discipline improved all competencies.Originality/valueThe paper contributes to undergraduate sustainability education by shedding light on how sustainability might best be incorporated into specific academic programs. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education in general.

PurposeThe purpose of this paper is to examine the relationships between social and environmental responsibility knowledge, attitudes, and purchasing behavior.Design/methodology/approachAn online questionnaire was developed to assess knowledge of, and attitudes towards, issues of social responsibility, including social and environmental aspects related to the production and distribution of apparel and textile goods. Information regarding engagement in socially and environmentally responsible apparel‐purchasing behavior was also collected. Participants included students enrolled at a four‐year institution located in the Midwestern USA.FindingsParticipants indicated being more knowledgeable about apparel environmental issues as compared to apparel social issues. Overall, participants exhibited low involvement in socially and environmentally responsible apparel‐purchasing behavior. However, both knowledge and attitudes of social and environmental issues were significant predictors of socially and environmentally responsible purchasing behavior.Practical implicationsGiven the competition among apparel companies operating in the marketplace, this study lends valuable insight for firms in implementing strategic social and environmental practices and policies. The implications of this study also suggest that firms within the industry may need to respond to the barriers perceived by consumers in engaging in sustainable apparel‐purchasing behavior.Originality/valueThe findings of this study are useful in understanding the relationship between knowledge, attitudes, and behavior. Previous research on this topic has been inconclusive. A thorough examination of this topic is important, as noted by previous scholars, consumers have the ability to effect change in the marketplace through their purchasing behavior.

This paper reports outcomes from a research study whereby fashion-oriented students experienced life where the ability to acquire new clothing was removed. Students volunteered to participate in this experiential learning challenge, titled the Fashion Detox: to abstain from clothing acquisition for 10 weeks and reflect about the experience. This learning experience was characterized by barriers to sustainable consumption, chief among them a range of temptations prompted by inescapable merchandising and marketing strategies, compulsive tendencies, and envy of those who could consume with impunity. Students also indicated many benefits to abstaining from acquisition, such as creativity and self-regulation. This teaching and learning experiment has important implications for the challenges faced by

Because promoting sustainable fashion apparel consumption is a pressing contemporary problem, Generation Y participants in the Midwestern United States were challenged to a Fashion Detox, where they refrained from acquiring fashion apparel for ten weeks and blogged about the experience. Content analysis of blog entries for this exploratory study revealed expressions of creativity that were examined through the lens of the propulsion model of kinds of creative contributions. Findings revealed kinds of creative contributions stimulated by voluntary simplicity that satisfy the fashion apparel consumer’s need for novelty and change: expressions of creativity that follow a fashion-driven direction already established, called redefinition and forward incrementation, and those that take a completely different path but within the context of seeking novelty and change, or redirection. Examples of creative activities within these three kinds of creative contributions are, respectively, re-designing old clothes, shifting their focus to home décor instead of apparel, and turning away from fashion apparel altogether. Fourty-six percent of the participants left the 10-week activity feeling that their creativity had been enhanced and 54% expressed the intention to carry on the sustainable consumption lessons they learned. By cultivating expressions of creativity that lead to sustainable consumption through education and innovative business models, stakeholders may initiate a paradigm shift that fulfills the fashion apparel consumer’s need for novelty and change without sacrificing the planet s resources.

PurposeThe purpose of this research is to advance understanding of the socially responsible apparel consumer by exploring apparel consumption behaviors perceived by consumers to be eco‐conscious.Design/methodology/approachThis study used a qualitative approach to collect and analyze data from 26 American apparel consumers. Data collection for the study occurred through semi‐structured interviews.FindingsResults indicate that the participants engaged in a number of perceived eco‐conscious apparel acquisition behaviors. First, they adhered to acquisition limits by acquiring apparel based on need and extending the lifetime of their apparel. Second, they acquired apparel made from fibers or having other attributes perceived as environmentally preferable. Finally, they acquired apparel through sources believed to be environmentally preferable, including second‐hand sources, eco‐conscious companies, independently owned companies, and home sewing.Research limitations/implicationsThe sample of 26 American consumers means that the results cannot be widely generalized. Future research should examine the apparel acquisition behaviors of a larger sample and include consumers from outside the USA.Practical implicationsThis study provides evidence that consumers engage in a range of eco‐conscious apparel acquisition behaviors, and a market segment of eco‐conscious apparel consumers exists. Apparel industry professionals can use this baseline information to aid in the development of eco‐conscious apparel consumption strategies.Originality/valueThis study contributes to increased understanding of eco‐conscious apparel consumption, an area with limited previous research, by identifying apparel acquisition behaviors that consumers perceive to be eco‐conscious. The findings are valuable in the promotion of eco‐conscious apparel consumption.

PurposeThe purpose of this paper is to analyze changes in undergraduate student knowledge of issues of sustainability relevant to the apparel and textiles industry. Assessment occurred prior to and upon completion of a course that addressed topics specific to the global production and distribution of apparel and textile goods. The study also examined modifications in students' reported apparel purchasing behaviors.Design/methodology/approachParticipants included those in their third, fourth or fifth year of undergraduate education in the apparel and textile discipline at a higher education institution located in the Midwestern USA. All participants were enrolled in a course focused on globalization and the apparel and textile industry. Measures used to assess students' knowledge of social and environmental sustainability issues related to the industry and their apparel purchasing behavior were included in the research instrument.FindingsPre and post comparisons revealed significant changes in students' knowledge of social and environmental issues relevant to the apparel and textile industry. However, the study found no significant adjustments in apparel purchasing behavior. Further, a post hoc analysis revealed no significant relationship between students' knowledge and their reported purchasing behavior.Originality/valueLimited resources exist which examine methods for educating apparel and textile students about sustainability issues, with even less research documented on assessing the effectiveness of these methods. The paper analyzes the contributions sustainability‐focused curriculum can make in modifying the level of knowledge and purchasing behavior of students and recommends further strategies to yield possibly even greater results.

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