Persona/scenario (P/S) toolkit enhancing inclusive fashion design education

This study aimed to address the diversity issue in fashion design education by developing two prototypes for Inclusive Fashion Design (IFD) education. The prototypes were constructed based on the 3C3R model of Project-Based Learning (PBL) and incorporated the Persona/Scenario (P/S) toolkit for IFD....

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Bibliographic Details
Published in:Fashion and textiles 2024, 11(1), , pp.1-19
Main Authors: Lee, Jee Hyun, Lee, Eunjee, Huh, Jiwon, Kim, Minji Lena, Kim, Jieun
Format: Article
Language:English
Subjects:
3C3R
Business and Management
Characterization and Evaluation of Materials
Chemistry
Chemistry and Materials Science
Collaboration
Consistency
Cooperation
Education
Environment
Fashion design education
FEA
Inclusive fashion design
Life Sciences
Persona/Scenario toolkit
Prototypes
Teams
Textile Engineering
Toolkits
생활과학
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Summary:This study aimed to address the diversity issue in fashion design education by developing two prototypes for Inclusive Fashion Design (IFD) education. The prototypes were constructed based on the 3C3R model of Project-Based Learning (PBL) and incorporated the Persona/Scenario (P/S) toolkit for IFD. Additionally, the study examined the effectiveness of the FEA (Function, Expressive, and Aesthetics) self-checklist and the P/S toolkit in the IFD process. The experiments involved two design instructors, two teaching assistants, and 12 senior-level students divided into four teams. Thematic analysis was conducted on the interview data collected from the participants. The results revealed that FEA factors were highly considered in both education prototypes, regardless of the presence of the P/S toolkit. Maintaining consistency of the IFD concept throughout each stage of the process was found to be crucial, and the use of the P/S toolkit played a significant role in achieving this consistency. Team communication emerged as an essential factor in IFD education, as team collaboration using the P/S toolkit triggered diverse perspectives on targets, facilitated design expansion, and extended individual competences. Overall, this study contributes to the understanding of the diversity issue in fashion design education and promotes the adoption of the IFD education methodology, emphasizing the significance of consistent concept development, effective toolkits, and team collaboration in achieving inclusive design practices.
ISSN:2198-0802
2198-0802
DOI:10.1186/s40691-024-00373-z