ScholarWorks@Y-Scholar Hub

초록

Background Sustainability is emerging as a key issue affecting the fashion industry as a whole. The importance of an educational approach that supports fashion design students who will transition to fashion designers in the future is being emphasized to expand their awareness and knowledge of sustainability into actual actions. The purpose of this study is to explore the current status of sustainability awareness and intention to practice sustainable behavior of fashion design students, and to seek an educational direction that can induce practice by analyzing the factors that influence it. Methods A survey was conducted among fashion design students using the theory of planned behavior(TPB) to analyze the relationships between knowledge, attitude, subjective norms, perceived behavioral control, behavioral intention, and actual behavior. In-depth interviews were conducted with each group, which consists of fashion design students to gain deeper insights into their perceptions as well as practicing fashion designers engaged in sustainability to examine practical examples of sustainable fashion design and to explore the potential linkages with education. Results According to the survey analysis, behavioral intention was found to be the most influential factor affecting sustainable behavior, which showed a strong correlation with attitude, subjective norms, and perceived behavioral control. Knowledge had a positive impact on all of these factors, confirming the importance of education. The interview results revealed that while students were aware of the concept and importance of sustainability their confidence in practical competency was low. Also, the demand for practice-oriented education linked to practice was high. Industry professionals believe that sustainability is directly tied to brand competitiveness, highlighting the importance for hands-on, practice-based education that enables students to build practical capabilities through self-directed goal setting and real-world experience. Conclusions This study empirically analyzes the relationship between the knowledge, behavioral intention, and practical behavior of fashion design students, and identifies their practicability and educational needs of students in the fashion major. Based on these findings, the study explores educational directions to support the behavioral transformation of fashion design students toward sustainable fashion design, with the expectation that the results can serve as foundational data for developing sustainability-oriented curriculum in fashion design education.