Design disciplines in general are challenged to foster alternative solutions towards a green transition of the industry. This naturally effects the design educations where the majority of curriculums include various learning objectives regarding sustainability, circular economy, re-cycling, etc. However, in this paper, we argue that many of the traditional tools and skills already inherent in the curriculums have the potential to promote a green transition provided they are introduced differently. Using well-known tools and skills in alternative ways is however challenging as the way in which their use is articulated and presented by lecturers determine the way in which the student implements and makes use of the tools. This article explores whether and how an alternative use of well-known tools in a fashion design context can beneficially contribute to increased product awareness among students and thereby support a sustainable development of the fashion industry. We suggest using the professional tools "line-up" and "collection plan" as anti-poles for the creation of a space for critical reflection. The anti-poles respectively address fashion as dreams and fashion as products. Fashion is a very visible part of consumption. As a concept that involves planned obsolescence, it is a major sinner in polluting the environment. Consequently, fashion design provides a relevant case to explore whether well-known tools and skills submitted through an alternative didactic approach, predominantly through articulation, can contribute to foster design students' ability to contribute to sustainable development in design and engineering education in general.
The field of education is highlighted as an essential area for sustainable development. With the aim of developing a positive attitude to addressing global changes, the lifelong learning of the individual is emphasized. UNESCO promotes eight key sustainable competencies to be included in education to ensure that future agents contribute to the necessary green transition and the work towards achieving the 17 UN Sustainable Development Goals. The first one of these key sustainable competencies is 'systems thinking competency.' Many of the systems which surround us and make up our current paradigm on the one hand contribute to keeping the status quo, despite numerous initiatives towards a green transition, and on the other hand the systems entail a complexity that is challenging for students to comprehend and thus change, alter or disrupt. Generally, there is a lack of systemic understanding among students at VIA Design & Business, which, from an environmental perspective; affects their ability to contribute to the radical change needed. The paper explores how students can obtain a deeper understanding and knowledge of the system and sub-systems constituting the industry they train for and how this can contribute to foster a green transition.
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