Pedagogy and Professional Development

Applying Situated Learning Theory to Convergence Apparel Design Curricula

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Abstract

This conceptual paper aimed to propose a model integrating situated learning theory into convergence apparel design curricula, combining 3D virtual apparel design with sustainable content, and its potential positive impact on students' learning outcomes. Four educational methods from situated learning theory were applied, including active participation, collaborative learning environments, incorporating diverse perspectives, and reality modeling. This proposal elucidates the adaptation of situated learning principles, offering significant advantages in fostering not only practical apparel design technique but also problem-solving ability, perspective taking, critical thinking, and a comprehensive understanding. This proposal draws the attention of apparel design educators to the importance of integrating situated learning theory into the apparel design curriculum to prepare students as sustainable and creative apparel designers, aligning with the current demands of academia and the industry workforce, including 3D virtual apparel design and sustainability.

Keywords: Situated learning theory, convergence apparel design curricula, active participation, collaborative learning, diverse perspectives, reality modeling

How to Cite:

Yoo, H. & Salisbury-Glennon, J. D., (2025) “Applying Situated Learning Theory to Convergence Apparel Design Curricula”, International Textile and Apparel Association Annual Conference Proceedings 81(1). doi: https://doi.org/10.31274/itaa.18619