Academic Edi o s: Juan Ca los
Mosque a Feijoo, Ma cos Ga cía
Albe i and Fe nando Suá ez Gue a
Recei ed: 4 Decembe 2024
Re ised: 8 Janua y 2025
Accep ed: 17 Janua y 2025
Published: 24 Janua y 2025
Ci a ion: Mo ei a, S.; Felguei as,
H.P.; Ma ques, A.D. Ci cula
Economy P ac ices in Fashion Design
Educa ion: The Fi s Phase o a Case
S udy. Sus ainabili y 2025,17, 951.
h ps://doi.o g/10.3390/su17030951
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Licensee MDPI, Basel, Swi ze land.
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A icle
Ci cula Economy P ac ices in Fashion Design Educa ion:
The Fi s Phase o a Case S udy
So ia Mo ei a *, Helena P. Felguei as and An ónio Dinis Ma ques
Cen e o Tex ile Science and Technology (2C2T), Depa men o Tex ile Enginee ing, Uni e si y o Minho,
Campus de Azu ém, 4800-058 Guima ães, Po ugal; [email p o ec ed] (H.P.F.);
[email p o ec ed] (A.D.M.)
*Co espondence: [email p o ec ed]
Abs ac :
Wi h he g owing signi icance o he ci cula economy (CE) agenda in he ashion
indus y and, consequen ly, in ashion design educa ion, his wo k in oduces he ini ial
phase o a case s udy ha aims o asce ain whe he CE p inciples and sus ainabili y a e
pa o he cu iculum and pedagogical app oaches employed by educa o s in he Fashion
Design Technician cou se (FDTC) (le el 4, Na ional Quali ica ions F amewo k—QNQ, and
Eu opean Quali ica ions F amewo k—EQF). Addi ionally, i seeks o iden i y he me hod-
ologies, s a egies, and educa ional ac i i ies used o add ess hese hemes. This esea ch
ou lines he e iew o documen a y sou ces ha acili a ed he de ini ion o he s udy’s objec
and sample and desc ibes he implemen a ion o a ques ionnai e su ey o o y educa o s
eaching his cou se ac oss a ious disciplines encompassing he h ee aining componen s
(sociocul u al, scien i ic, and echnological) in i een ou o he six een Po uguese oca ional
schools, du ing he academic yea 2023/24. This phase o he case s udy has led o he
conclusion ha while he echnical cou se cu iculum may no ex ensi ely co e CE and
sus ainabili y, hese opics a e in eg al componen s o mos pedagogical p ac ices among he
su eyed eache s. The me hodologies, s a egies, and ac i i ies employed display a s ong
commi men o os e ing sus ainable p ac ices, p edominan ly nu u ing en i onmen al
awa eness among s uden s.
Keywo ds: ci cula economy; sus ainabili y; educa ion; ashion design
1. In oduc ion
The ci cula economy (CE) model has ga ne ed signi ican in e es in ecen yea s [1]
and is gaining global ecogni ion as a undamen al shi is needed o add ess p essing
issues like clima e change, was e, pollu ion, and biodi e si y loss, while aiming o es ablish
a esilien , egene a i e, and equi able economy capable o long- e m sus ainabili y [
2
]. In
his model, “was e and pollu ion a e designed ou , and p oduc s and ma e ials a e kep
in use” [
3
] (p. 5), wi h his being pe cei ed as a mindse o sol ing he wo ld’s mos
p essing issues.
Aligned wi h he p inciples o CE—which aim o minimize en i onmen al impac
h ough he e icien use o esou ces o as long as possible [
4
]—is ci cula p oduc design
(CPD). CPD ocuses on ma e ial selec ion and p oduc design [
5
], emphasizing he c ea ion
o p oduc s in ended o euse, e u bishmen , o ecycling. This app oach ex ends p oduc
li ecycles and educes was e [
6
], u he ein o cing he essen ial connec ion be ween CE
and sus ainable design p ac ices.
Sus ainabili y 2025,17, 951 h ps://doi.o g/10.3390/su17030951
Sus ainabili y 2025,17, 951 2 o 20
This highligh s he pi o al ole o design in mi iga ing no only ad e se social impac s
bu also en i onmen al ones, as app oxima ely 80% o a p oduc ’s en i onmen al oo p in
is de e mined du ing i s ea ly design s ages o de elopmen [7].
The e o e, designe s a e inhe en ly engaged in he p elimina y concep ualiza ion
o p oduc de elopmen , wielding signi ican in luence o e all subsequen s ages o
p oduc ion and use, and hei ac ions can ei he exace ba e o amelio a e he p oduc ’s
en i onmen al oo p in [
8
]. By playing a signi ican ole in he sus ainabili y c isis, as hei
ac ions con ibu e o bo h he p oblem and he solu ion, designe s p omo e, on one hand,
p oduc obsolescence, p oduc p oli e a ion, ma e ial consump ion, and pollu ion, and,
on he o he hand, hey also p opose mo e e icien p oduc s and se ices, con ibu ing o
communi y egene a ion and empowe indi iduals [9].
As ashion s ands as one o he mos pollu ing indus ies globally, he e is also a ising
acknowledgmen o he CE agenda. I is inc easingly e iden ha he cu en indus ial
linea model (“ om c adle o g a e” [
10
]) is no sus ainable in he long un, making ashion
designe s ecognized as ocal in s ee ing ashion owa ds sus ainabili y. In a wo ld ma ked
by cons an ansi ion, Øs e gaa d and Dan [
11
] ap ly e e o designe s as “agen s o
change”, emphasizing hei p oac i e ole. I is c ucial o designe s o unde s and ha he
(sus ainable) choices hey make du ing he design p ocess ca y subs an ial implica ions
o he en i e ex ile chain [
12
]. Hence, he li e a u e unmis akably po ays designe s
as key agen s o change, d i ing he ans o ma ion o ashion design p ac ices owa ds
sus ainabili y and ac i ely con ibu ing o he goals o sus ainable de elopmen [8,11–15].
The e o e, o add ess he e ol ing pa adigm o he ashion indus y, i is c ucial o
ecognize he essen ial need o aining u u e ashion designe s o e ec i ely add ess
he indus y’s my iad challenges [
16
]. Consequen ly, o keep pace wi h he apidly as -
changing wo ld, ashion design educa ion mus unde go signi ican es uc u ing. Today’s
wo ld is as ly di e en om he e a in which design o igina ed: ashion design educa ion
impa s heo e ical knowledge and p ac ical skills ela ed o he design p ocess. These
adi ional design educa ion models ha e p epa ed designe s o add ess con en ional
indus ial design challenges [
17
]. Howe e , i is impe a i e o young designe s o also
possess li e acy in sus ainabili y [
18
], so ashion design educa ion se es as a pla o m
ha equips hem wi h he equisi e knowledge and skills o in eg a e sus ainable ashion
p ac ices in o hei p o essional endea o s and na iga e an inc easingly unp edic able
indus y [
8
]. Educa ion plays a c ucial ole in p o iding u u e gene a ions o p oduc
designe s and hei educa o s wi h he equi ed knowledge, skills, and esponsibili y o
make in o med and conscien ious decisions wi hin hei ield [
7
]. Design educa ion can,
hus, se e as a undamen al ool in es ablishing an e hical ashion sys em and os e ing
social change [8].
Gi en hese p emises, he i al ole ha educa ional ins i u ions (and eache s) play
in his ansi ion owa ds he CE becomes inc easingly clea [8, 19]. Inco po a ing CE
p inciples in o educa ion will no only p o ide lea ne s wi h essen ial sys em- hinking
skills bu will also cul i a e he mindse s needed o ac i ely shape CE [
19
]. This inco po-
a ion na ows he di ide be ween eal-li e expe iences and hose wi hin he educa ional
se ing, ans o ming he educa ional sys em om being a ba ie o being ecognized as
an essen ial pa o he solu ion [
20
]. Recognizing he necessi y o aligning ou educa ion
sys ems wi h he e ol ing dynamics o he ashion indus y is a good s a ing poin o
ins iga ing change [20].
To enhance he pe o mances o u u e ashion designe s, i is impe a i e o e ocus he
cu icula a design schools [
18
,
20
]. T adi ionally, ashion design pedagogy p omp s s uden s
o de elop a p oduc asso men e lec ing hei indi idual li es yle o aes he ic p e e ences,
o en o e looking ecological conside a ions [
18
]. Fo his eason, i is c ucial o de e mine
Sus ainabili y 2025,17, 951 3 o 20
whe he CE p inciples and sus ainabili y a e in eg a ed in o he cu iculum and pedagogical
app oaches o he Fashion Design Technician cou se (FDTC) in Po ugal (le el 4, Na ional
Quali ica ions F amewo k—QNQ, and Eu opean Quali ica ions F amewo k—EQF).
Hence, he ini ial aim o his case s udy is o de e mine how CE p inciples and sus ain-
abili y a e in eg a ed in o he FDTC cu iculum. This in es iga ion goes beyond jus analyzing
documen a y sou ces; i also in ol es ga he ing insigh s om eache s h ough he implemen-
a ion o a ques ionnai e su ey. Fo y educa o s om a ious disciplines—encompassing
sociocul u al, scien i ic, and echnological componen s—pa icipa ed in he su ey ac oss
i een ou o six een Po uguese oca ional schools du ing he 2023/24 academic yea . This
me hodological app oach no only iden i ies he p esence o CE and sus ainabili y hemes bu
also sheds ligh on he me hodologies, s a egies, and educa ional ac i i ies used o add ess
hem.
The indings om his phase o he case s udy indica ed ha while he FDTC cu icu-
lum may no comple ely co e CE and sus ainabili y, hese opics a e essen ial componen s
o he eaching me hods employed by he su eyed educa o s. The me hods, s a egies,
and ac i i ies employed highligh a solid dedica ion o p omo ing sus ainable p ac ices,
especially by aising s uden s’ en i onmen al consciousness.
2. Ma e ials and Me hods
The ini ial phase o he p esen ed explo a o y case s udy is pa o a b oade in es-
iga ion aimed a ackling he ollowing esea ch ques ion: “How can eaching-lea ning
me hodologies and s a egies o he CE be edesigned o p omo e he adop ion o conce n
and in e en ion beha io s ega ding ex ile was e among high school s uden s?” The e o e,
he p ima y objec i e o his case s udy is o asce ain he cu en p ac ices in class oom
se ings wi h s uden s a his educa ional le el, speci ically examining whe he he CE p in-
ciples and sus ainabili y a e in eg a ed in o he cu iculum and pedagogical app oaches
o eache s ins uc ing ashion design in seconda y educa ion. The me hodology was
c a ed wi h his objec i e in mind, commencing wi h he delinea ion o he s udy’s objec
and sample selec ion, d awing upon a ious documen ed sou ces. Wi h hese pa ame e s
clea ly es ablished, a ques ionnai e su ey was adminis e ed o he selec ed sample.
2.1. S udy Objec
In Po ugal, as ou lined by he Basic Law o he Educa ion Sys em [
21
] (subsec ion
II, A . 9
º
and 10
º
), seconda y educa ion spans h ee academic yea s (10 h, 11 h, and
12 h g ades), culmina ing in he 12 h g ade as he inal s age o manda o y, uni e sal,
and ee educa ion o all s uden s up o he age o 18. Upon success ul comple ion o
basic educa ion, s uden s a e eligible o en e his educa ional le el, which aligns wi h
Le el 3 o he In e na ional S anda d Classi ica ion o Educa ion—ISCED [
22
], and Le els 3
and 4 o he Na ional Quali ica ions F amewo k (QNQ) and Eu opean Quali ica ions
F amewo k (EQF).
The QNQ se es as a unique e e ence amewo k o ca ego izing all quali ica ions
gene a ed wi hin he scope o he na ional educa ional and aining sys em, ega dless o
hei acquisi ion me hod, aluing skills acqui ed h ough o mal, non- o mal, and in o mal
channels equally. This app oach s ems om he adop ion o “EQF p inciples ega ding
he desc ip ion o na ional quali ica ions in e ms o lea ning ou comes” [
23
]. Wi h i s
p ima y aim o enhancing anspa ency and compa abili y o indi idual quali ica ions,
he EQF se es as a common Eu opean e e ence amewo k ha allows o he alignmen
o quali ica ion sys ems om a ious coun ies, se ing as a con e sion de ice o make
quali ica ions clea e and mo e unde s andable ac oss di e en coun ies and sys ems in
Eu ope [
24
]. In Po ugal, he QNQ aligns di ec ly wi h he EQF, bo h comp ising eigh
Sus ainabili y 2025,17, 951 4 o 20
dis inc quali ica ion le els. Each le el is delinea ed by a comp ehensi e se o indica o s
ha ou line he expec ed ou comes in e ms o Knowledge, Skills, and Compe encies, as
de ailed in Annex I o Dec ee n.º 782/2009 [23].
Conside ing he s udy’s a ge audience, only le els 3 and 4 co espond o seconda y
educa ion. Le el 3 is excluded, as i s quali ica ions a e ailo ed o “seconda y educa ion
aimed a p epa ing o highe educa ion”, whe eas he educa ional and aining pa hways
encompass “seconda y educa ion, ou e o u he s udies” o “le el 3, wi hou comple ion
o seconda y educa ion” [
23
] (Annexes II and III). Consequen ly, le el 4 quali ica ion
co esponds o seconda y educa ion ob ained h ough dual ce i ica ion pa hways o
seconda y educa ion aimed a u he ing highe educa ion wi h he addi ion o p o essional
in e nships o a minimum o 6 mon hs [23].
Wi h he quali ica ion le el and a ea es ablished, he objec o s udy o his case
s udy, acco ding o he Na ional Ca alog o Classi ica ions (CNQ) [
25
], alls wi hin he
domain o educa ion and aining 542—Tex ile, Clo hing, Foo wea , and Lea he Indus ies.
This sec o comp ises hi y quali ica ions, o which only wo align di ec ly wi h bo h
le el 4 QNQ/EQF and he speci ic ield o s udy, ashion design. Among hese, only he
FDTC (quali ica ion code 542107) is being augh in he academic yea 2023/24 in six een
schools na ionwide, as con i med by Mo ei a and Dinis [
26
], supplemen ed by he la es
in o ma ion a ailable om he Educa ional O e Po al [
27
]. Each o hese educa ional
ins i u ions has been con ac ed o e i y he inclusion o he FDTC in hei cu iculum
o e ings, and o ini ia e communica ion wi h he s udy pa icipan s, coo dina o s, and
educa o s o e seeing he di e se disciplines and sho - e m aining uni s (UFCDs).
The p ocess leading o he de ini ion o he s udy objec is p esen ed in a unnel
diag am (Figu e 1). This diag am illus a es he p og ession om gene al o speci ic
concep s in he educa ional con ex , s a ing wi h Seconda y Educa ion in Po ugal (Le els 3
and 4 QNQ), na owing o Le el 4 (Dual Ce i ica ion Pa hways), and u he na owing
o he FDTC Quali ica ion (Code 542107), highligh ing how he s udy objec is de ined
h oughou he p ocess.
Sus ainabili y 2025, 17, x FOR PEER REVIEW 4 o 22
comp ising eigh dis inc quali ica ion le els. Each le el is delinea ed by a comp ehensi e
se o indica o s ha ou line he expec ed ou comes in e ms o Knowledge, Skills, and
Compe encies, as de ailed in Annex I o Dec ee n.º 782/2009 [23].
Conside ing he s udy’s a ge audience, only le els 3 and 4 co espond o seconda y
educa ion. Le el 3 is excluded, as i s quali ica ions a e ailo ed o “seconda y educa ion
aimed a p epa ing o highe educa ion”, whe eas he educa ional and aining pa hways
encompass “seconda y educa ion, ou e o u he s udies” o “le el 3, wi hou
comple ion o seconda y educa ion” [23] (Annexes II and III). Consequen ly, le el 4
quali ica ion co esponds o seconda y educa ion ob ained h ough dual ce i ica ion
pa hways o seconda y educa ion aimed a u he ing highe educa ion wi h he addi ion
o p o essional in e nships o a minimum o 6 mon hs [23].
Wi h he quali ica ion le el and a ea es ablished, he objec o s udy o his case s udy,
acco ding o he Na ional Ca alog o Classi ica ions (CNQ) [25], alls wi hin he domain
o educa ion and aining 542—Tex ile, Clo hing, Foo wea , and Lea he Indus ies. This
sec o comp ises hi y quali ica ions, o which only wo align di ec ly wi h bo h le el 4
QNQ/EQF and he speci ic ield o s udy, ashion design. Among hese, only he FDTC
(quali ica ion code 542107) is being augh in he academic yea 2023/24 in six een schools
na ionwide, as con i med by Mo ei a and Dinis [26], supplemen ed by he la es
in o ma ion a ailable om he Educa ional Offe Po al [27]. Each o hese educa ional
ins i u ions has been con ac ed o e i y he inclusion o he FDTC in hei cu iculum
offe ings, and o ini ia e communica ion wi h he s udy pa icipan s, coo dina o s, and
educa o s o e seeing he di e se disciplines and sho - e m aining uni s (UFCDs).
The p ocess leading o he de ini ion o he s udy objec is p esen ed in a unnel
diag am (Figu e 1). This diag am illus a es he p og ession om gene al o speci ic
concep s in he educa ional con ex , s a ing wi h Seconda y Educa ion in Po ugal (Le els
3 and 4 QNQ), na owing o Le el 4 (Dual Ce i ica ion Pa hways), and u he na owing
o he FDTC Quali ica ion (Code 542107), highligh ing how he s udy objec is de ined
h oughou he p ocess.
Figu e 1. Funnel diag am illus a ing he b eakdown o he s udy objec .
To ob ain a mo e comp ehensi e unde s anding o he s udy’s objec , a a ie y o
documen a y sou ces we e examined, including go e nmen al eco ds and he
Figu e 1. Funnel diag am illus a ing he b eakdown o he s udy objec .
To ob ain a mo e comp ehensi e unde s anding o he s udy’s objec , a a ie y o
documen a y sou ces we e examined, including go e nmen al eco ds and he cu icu-
Sus ainabili y 2025,17, 951 5 o 20
lum amewo k o cou se 542107—FDTC, a le el 4 quali ica ion wi h dual ce i ica ion,
cu en ly alid in 2023.
Ch onologically, on 21 No embe 2006, Dec ee No. 1291/2006 was issued, which
es ablished a oca ional cou se o ashion design echnicians wi h he aim o p o iding
p o essional aining in his ield. The o de ou lined a s udy plan o he cou se, speci ying
subjec s o he scien i ic, sociocul u al, and echnical aining componen s, o aling 3100 h
o ins uc ion [28].
In 2007, Dec ee-Law No. 396/2007 c ea ed he Na ional Quali ica ions Ca alog (CNQ)
and assigned he Na ional Agency o Quali ica ion and Voca ional Educa ion, IP (ANQEP),
he esponsibili y o elabo a e upon and upda e his ca alog. Upda es o he ca alog mus be
published in he O icial Bulle in o Employmen (BTE), as well as on he CNQ websi e [
29
]
(A icle 6, pa ag aph 7).
Subsequen ly, O de No. 13456/2008 [
30
], da ed 14 May app o ed he ini ial e sion
o he CNQ, which ou lines he amewo k o echnical aining in ashion design wi hin
aining a ea 542, including he p o essional p o ile o a ashion design echnician. The
mos ecen upda e o he CNQ can be ound in BTE, n.º 27, da ed 22 July 2020 [31].
Thus, acco ding o he CNQ, his aining b oadly co e s ac i i ies such as planning,
concep ualiza ion, and designing o new clo hing p oduc s and collec ions o men, women,
child en, jeanswea , and s ee wea . This comp ehensi e p ocess conside s a ious ac o s
including in e na ional ashion ma ke ends, quali y s anda ds, unc ional equi emen s,
and echnical p oduc ion cons ain s. As o he p o essional ole o a ashion design
echnician, i encompasses se en key esponsibili ies, spanning om analyzing ma ke
ends and ashion o ecas s o planning collec ions and designing ga men s, o e seeing he
en i e p oduc ion p ocess, p esen ing, and p omo ing p oduc s o s akeholde s and buye s,
and ul ima ely, p epa ing epo s and documen a ion o moni o hei ac i i ies [32].
Acco ding o he le el 4 desc ip o s o he QNQ, he ANQEP also ou lines he knowl-
edge, skills, and a i udes necessa y o he ashion design echnician e e ence amewo k,
all o which a e o be cul i a ed h oughou he h ee yea s udy plan. This plan, as de-
linea ed in he e iewed go e nmen al documen s, is s uc u ed in o i e componen s
(sociocul u al, scien i ic, echnological, complemen a y, and wo k con ex aining), each
o which includes disciplines o UFCDs wi h a ying hou ly loads and c edi poin s. The
sociocul u al and scien i ic aining componen s encompass undamen al subjec s com-
mon o all seconda y educa ion p og ams, such as Po uguese, Fo eign Language, and
Ma hema ics. Addi ionally, hese componen s ea u e subjec s mo e ailo ed o he ocus
a ea o his aining, including Desc ip i e Geome y and His o y and Cul u e o A s.
The echnological aining componen comp ises UFCDs designed o os e he echnical
aspec s o he ashion designe p o ession, co e ing a eas such as design, pa e n making,
p ojec de elopmen , illus a ion, g aphic composi ion, and mo e (Table 1).
Table 1. Simpli ied e e ence amewo k o he global aining o he FDTC [32].
Componen 1Discipline o UFCD
Sociocul u al
T aining
Po uguese and Po uguese as a Non-Na i e Language (PLNM)
Fo eign Language I, II, o III
In eg a ion A ea
Physical Educa ion
In o ma ion and Communica ion Technology (ICT) o School O e
Ci izenship and De elopmen
Scien i ic
T aining
Desc ip i e Geome y
His o y and Cul u e o he A s
Ma hema ics
Mo al and Religious Educa ion
Sus ainabili y 2025,17, 951 6 o 20
Table 1. Con .
Componen 1Discipline o UFCD
Technological T aining
Basics o Jeanswea
Jeanswea Design P ojec
Basics o S ee wea
S ee wea Design P ojec
De elopmen o Women’s Classics
Women’s Appa el Design P ojec
De elopmen o Men’s Classics
Men’s Appa el Design P ojec
D ess Pa e n T ans o ma ion
Shi Pa e n T ans o ma ion
Ski and Pan s Pa e n T ans o ma ion
Coa Pa e n Making
Appa el Assembly
Appa el Manu ac u ing
Bi map Image and Vec o D awing Rela ionship
Fashion Design P ojec Using CAD
CAD Illus a ion
G aphic Composi ion
Comme cial Fashion Design P ojec
C ea i e Fashion Design P ojec
Indi idual Collec ion Planning
Indi idual Collec ion De elopmen
Volume Expe imen a ion
P o o ype Modeling
P o o ype Cons uc ion
Final Ga men Cons uc ion
Wo k Con ex T aining
Wo kplace aining in oca ional cou ses cons i u es an au onomous
componen . Wo kplace aining aims o help s uden s acqui e and
de elop echnical, ela ional, and o ganiza ional skills ele an o he
p o essional quali ica ion o be ob ained and is subjec o i s own
egula ion.
1
The complemen a y aining componen is no included, as i consis s o a a ie y o op ional UFCDs in eg a ed
in o he cu iculum acco ding o he schools’ choices.
Ci cula Economy and Sus ainabili y in he Fashion Design Technician Cou se Cu iculum
To examine he inco po a ion o CE and sus ainabili y opics in o he FDTC cu iculum,
he e e ence p o ided in he CNQ [
32
] was consul ed. Fo he sociocul u al and scien-
i ic aining componen s, wo documen s we e e iewed: “P og am” and he “Essen ial
Lea nings” [
33
]. These documen s ou line he subjec s s udied, he skills o be de eloped,
objec i es o each lea ning phase, lea ning scena ios, and sugges ed esou ces o speci ic
ac i i ies. The analysis co e ed commonly a ended subjec s such as Po uguese, Fo eign
Language, A ea o In eg a ion, Physical Educa ion, and ICT, Desc ip i e Geome y, His o y
and Cul u e o he A s, and Ma hema ics. The indings can be ex apola ed o ela ed
subjec s, such as Po uguese and Po uguese as a Non-Na i e Language, wi h simila
ou comes. Howe e , o he UFCDs in he echnological aining componen , only objec-
i es and con en o each UFCD a e p o ided, unlike he comp ehensi e documen a ion
a ailable o o he subjec s.
Upon e iewing all o he p e iously ga he ed in o ma ion, i becomes e iden ha
he hemes o CE and sus ainabili y a e absen in he con en s and objec i es ou lined
o he UFCDs o he echnological aining componen , which a e ailo ed o he ashion
domain [
29
]. This is a ibu ed o he succinc na u e o he in o ma ion p o ided, which
p ima ily emphasizes echnical ma e s. Among he sociocul u al aining subjec s, only
h ee—Fo eign Language, A ea o In eg a ion, and Physical Educa ion—exhibi some
connec ion o he subjec s being s udied, al hough in some ins ances, he connec ion is
qui e minimal and p ima ily associa ed wi h he en i onmen al aspec .
Sus ainabili y 2025,17, 951 7 o 20
The Fo eign Language discipline, speci ically English Con inua ion [
33
] (“P og am”,
pp. 46–47), emphasizes he impo ance o enhancing undamen al skills in in e p e a ion
(lis ening and eading), and p oduc ion (speaking and w i ing), as well as mo e b oade
skills such as sociocul u al and lea ning skills. The spo ligh is on Module 6, i led “The
Wo ld A ound Us”, which ocuses on en i onmen al issues, encou aging s uden s o adop
an en i onmen ally conscious s ance. The lea ning objec i es o his module ange om
iden i ying en i onmen al challenges o unde s anding con empo a y na u al esou ces
and me hods o en i onmen al p ese a ion, as well as ecognizing he ole o en i ies in
managing hese esou ces and using ocabula y ela ed o en i onmen al issues. Rega ding
lea ning si ua ions, only one s ands ou , aiming o s imula e e lec ion on a i udes and
beha io s owa ds ecological issues, which can be de eloped h ough commen s on con o-
e sial quo a ions, newspape a icles, documen a ies, and in o ma ional b ochu es on he
main h ea s o en i onmen al balance and p oposals o en i onmen al p o ec ion. These
p ac ices no only boos p o iciency in he English language bu also p omo e awa eness
and skills in en i onmen al sus ainabili y.
The A ea o In eg a ion discipline is s uc u ed a ound h ee main domains: “The
Indi idual”, “Socie y”, and “The Wo ld”, each subdi ided in o h ee hema ic uni s, wi h
each uni con aining h ee p oblem- hemes. In o al, he e a e wen y-se en p oblem-
hemes, wi h only wo s anding ou : p oblem- heme “3.3—Man-Na u e: a sus ainable
ela ionship?” and “7.2—A global challenge: sus ainable de elopmen ”.
P oblem- heme 3.3 add esses he in e ac ion be ween man and na u e, encou aging
s uden s o e lec on en i onmen al issues and adop a sus ainable app oach. The en-
i onmen al issue ocuses on he deple ion o na u al esou ces and was e p oduc ion.
The cu iculum p o ides a comp ehensi e amewo k ou lining lea ning objec i es, as-
sessmen c i e ia, and esou ces o his p oblem- heme, unde sco ing he signi icance o
sus ainabili y [33] (“P og am”, pp. 32–33).
Subsequen ly, p oblem- heme 7.2 examines en i onmen al issues such as global im-
pe a i es, emphasizing he pi o al ole o sus ainable de elopmen in secu ing a digni ied
u u e o succeeding gene a ions. I highligh s he impac o inc eased human ac i i ies
and signi ican damage caused o he en i onmen , a ec ing he a mosphe e, soil, wa-
e , and biodi e si y. I also emphasizes he impo ance o p omo ing sus ainable and
suppo i e human de elopmen , p ese ing he physical en i onmen , and managing
na u al esou ces a ionally. Addi ionally, i unde sco es he need o espec socioeconomic,
poli ical, and cul u al condi ions o ensu e ha u u e gene a ions enjoy a digni ied li e and
ha e he eedom o exe cise hei igh s [
33
] (“Essen ial Lea nings”, p. 73). The lea ning
objec i es o his p oblem- heme e ol e a ound sus ainable de elopmen , wi h lea ning
si ua ions ocusing hea ily on he analysis o eal documen s, including jou nalis ic and
go e nmen al sou ces.
Finally, o he Physical Educa ion discipline, he p og am is s uc u ed in o h ee com-
pe ency a eas: “Body Awa eness and Mas e y”, “Well-being, Heal h, and En i onmen ”,
and “In e pe sonal Rela ionships” [
33
]. I also lis s ex ension a eas o p o essional cou ses,
co e ing a a ie y o physical ac i i ies, om eam spo s o dance and na u e explo a ion.
All hese a eas a e di ided in o modules, wi h Module 9, ocused on Na u e Explo a ion
Ac i i ies, and Module 14, Physical Ac i i ies, Con ex s, and Heal h I, being pa icula ly
no ewo hy. Bo h add ess concep s ela ed o en i onmen al quali y and pollu ion, en-
cou aging s uden s o conside en i onmen al p ese a ion in hei physical ac i i ies. Fo
Module 14, me hodological guidelines a e p esen ed, which include mo e heo e ical con-
en exposu e sessions, al hough he cu iculum ac i ely p omo es p ojec -based and g oup
ac i i ies o en ich he eaching-lea ning expe ience [
33
] (“Essen ial Lea nings”, pp. 36–38).
Sus ainabili y 2025,17, 951 8 o 20
In summa y, he cu icula o he h ee analyzed disciplines, especially he In eg a ion
A ea discipline, demons a e a no able commi men o ecological ma e s and sus ainable
human de elopmen . The e is a clea emphasis on aising awa eness o en i onmen al
issues, such as p ese ing na u al esou ces and p omo ing sus ainable p ac ices. This
e lec s an educa ional end owa ds g ea e en i onmen al awa eness and social esponsi-
bili y among s uden s, p epa ing hem o add ess con empo a y en i onmen al challenges.
While CE is no explici ly men ioned, i s ounda ional p inciples can be iewed as inhe en ly
linked o discussions on sus ainabili y.
2.2. Ques ionnai e Su ey
The implemen ed ques ionnai e aims p ima ily o asce ain, in his ini ial s age,
whe he CE and sus ainabili y a e in eg a ed in o he pedagogical app oach o FDTC
eache s, and o explo e he me hodologies, s a egies, and educa ional ac i i ies employed
in add essing hese hemes wi hin he class oom se ing. The mo e speci ic objec i es
include he ollowing:
•
E alua ing he emphasis placed on sus ainabili y issues in he cu iculum o he
discipline(s) augh by eache s in he cou se’s s udy p og am.
•
Iden i ying sus ainabili y concep s al eady embedded in he cu iculum o he disci-
pline(s) wi hin his cou se’s s udy p og am, as indica ed by educa o s.
•
Es ablishing connec ions be ween disciplines and UFCDs augh , and he in eg a ion
and signi icance a ibu ed o sus ainabili y issues wi hin his cou se.
These speci ic objec i es, pa icula ly hose ela ed o he FDTC cu iculum, enable
a compa a i e analysis wi h he examina ion o documen a y sou ces ou lined in Sec ion
Ci cula Economy and Sus ainabili y in he Fashion Design Technician Cou se Cu iculum
o his documen .
Hence, he ques ionnai e was s uc u ed in o se e al sec ions, wi h he i s sec ion
con aining a b ie in oduc ion o he esea ch p ojec , he pu pose o he su ey, he
s udy’s a ge audience, and he da a managemen p o ocols. Pa icipa ion in subsequen
sec ions o he ques ionnai e was con ingen upon g an ing consen o da a p ocessing, as
s ipula ed in he “Ob aining In o med Consen ” sec ion, ensu ing compliance wi h e hical
and legal p inciples.
The “Pe sonal Iden i ica ion” (Figu e 2) and “P o essional Iden i ica ion” (Figu e 3)
sec ions aimed a delinea e he s udy sample, ea u ing single-choice, mul iple-choice, and
open-ended ques ions. In he i s sec ion, he su ey add essed he esponden ’s age g oup,
educa ional le el, and a ea o specializa ion, while he ollowing sec ion iden i ied hei
eaching ins i u ion, oles held, disciplines o UFCDs augh , and academic yea de ails o
he 2023/24 academic yea in he FDTC.
The subsequen sec ion, i led “F amewo k”, ocused on ques ions di ec ly ela ed o
he analyzed hemes. I encompassed a ange o inqui ies, including a ing scales ( om
“S ongly Disag ee” o “S ongly Ag ee”), dicho omous que ies, single-choice op ions,
open-ended p omp s, and hose wi h condi ional logic.
All su ey da a a e a ailable in he Uni e si y o Minho Da a Reposi o y o u he
e iew and analysis [34].
Sus ainabili y 2025,17, 951 9 o 20
Sus ainabili y 2025, 17, x FOR PEER REVIEW 9 o 22
Sample
Be o e del ing in o he sample i sel , i is impo an o no e ha pa icipan s in he
su ey’s ini ial sec ion acknowledge he s udy’s objec i es and consen o he handling o
hei da a. They unde s and ha hei pa icipa ion is olun a y and con iden ial, wi h
esponses kep anonymous and agg ega ed o educa ional, academic, and scien i ic
pu poses.
The sample comp ised o y eache s eaching he FDTC du ing he 2023/24 academic
yea . Thei age dis ibu ion was as ollows: one ins uc o ell wi hin he 20 o 30 age
b acke (2.5%), six we e aged be ween 31 and 40 (15%), i een ell be ween 41 and 50
(37.5%), se en een we e be ween 51 and 60 (42.5%), and only one was o e 61 yea s old
(2.5%) (Figu e 2). The majo i y o educa o s held quali ica ions equi alen o le el 6 o
highe on he QNQ. Twen y-se en had a bachelo ’s o unde g adua e deg ee (le el 6
QNQ), ele en possessed a mas e ’s deg ee (le el 7 QNQ), and one held a doc o a e (le el
8 QNQ). Only one ins uc o held quali ica ions a le el 3 o he QNQ, which is seconda y
educa ion aimed a u he s udies a a highe le el.
In e ms o hei a eas o aining, wen y educa o s iden i ied ashion and ex iles as
hei exclusi e o combined a ea, while he emaining wen y we e sp ead ac oss eigh
di e se a eas: a s, psychology, spo s, philosophy, p oduc design, communica ion
design, social s udies, and ma hema ics.
Figu e 2. Desc ip i e analysis o he sample—pe sonal iden i ica ion in o ma ion [34].
Among he six een schools offe ing he FDTC his academic yea , i een ook pa in
he s udy, ep esen ing mos o he Po uguese ins i u ions [34]. The dis ibu ion o
schools in mainland Po ugal was concen a ed along he coas , p ima ily in he
municipali ies o Po o and B aga (No h) and in Lisbon (Cen e ) (Figu e 3). The sample
Figu e 2. Desc ip i e analysis o he sample—pe sonal iden i ica ion in o ma ion [34].
Sus ainabili y 2025, 17, x FOR PEER REVIEW 10 o 22
dis ibu ion was qui e a ied, wi h one school ha ing a no able p esence wi h se en
eache s.
Rega ding he hi y-se en disciplines o UFCDs included in he cou se, a ious
combina ions we e epo ed, esul ing in 312 eco ded esponses. O hese, 270 we e
exclusi ely ela ed o UFCDs in he echnological aining componen , in ol ing 27
eache s. In e es ingly, he UFCD “Comme cial Fashion P ojec ” ga ne ed he highes
numbe o esponses, wi h 15 eache s. Also, o he o y esponden s, ele en held
mul iple oles, including coo dina ion o he FDTC.
As o he dis ibu ion o esponses by school yea , he majo i y lied wi hin he h ee
school yea s (10 h, 11 h, and 12 h g ades), wi h se en een esponses. Eigh esponses we e
om he 10 h and 11 h g ades, while six we e speci ic o he 10 h g ade.
Figu e 3. Desc ip i e analysis o he sample—p o essional iden i ica ion in o ma ion [34].
3. Resul s and Discussion
3.1. Ci cula Economy and Sus ainabili y in he Fashion Design Technician Cou se
Cu iculum—Pe spec i e o he Su eyed Teache s
To explo e he pe spec i e o he su eyed eache s ega ding he in eg a ion o CE
and sus ainabili y p inciples in he cu iculum o he FDTC, hey we e p omp ed o selec
jus one subjec o UFCD hey each, conside ing he expec a ion ha eache s would each
mo e han one subjec /UFCD. As a esul , 10 educa o s we e esponsible o eaching
subjec s wi hin he sociocul u al aining componen , 4 wi hin he scien i ic aining
componen , and 26 UFCDs wi hin he echnological aining componen .
Figu e 3. Desc ip i e analysis o he sample—p o essional iden i ica ion in o ma ion [34].
Sus ainabili y 2025,17, 951 16 o 20
Table 7. Educa o s’ esponses o ganized by he key concep ‘P ac ical Applica ions’ [34].
P ac ical Applica ions
“I don’ use pape .”
“U ilizing ma e ials (e.g., ab ics and o he s) o mo e c ea i e p ojec s.”
“Upcycling p ojec (. . .); in he de elopmen p ojec s o new pieces, we collec all he was e, ga he ing and using hem in
u u e p ojec s. (. . .) Many o he ex ile ma e ials used in he c ea ion o ou pieces a e second-hand. (. . .)”
“Ale o was e, euse o ma e ials wi h an unde s anding o he p ocess, mul iple use o c ea ed pieces.”
“(. . .) Fo example, in he las p oposal, s uden s we e asked o do a p ojec on ex ile ibe s and esea ch eco-sus ainable
ibe s, speci ying cha ac e is ics, o igin, and applica ion. We also u ilize ou ex ile was e o c ea e new ab ics la e . This
yea we will c ea e new ma e ials wi h class oom le o e s o make objec s (. . .)”
“Resea ch o ma e ials, sea ching o sus ainable aw ma e ials a ashion ai s, moni o ing he ma ke o ashion ends
ela ed o sus ainabili y.”
“Viewing and analyzing case s udies on he impac o ashion and he ex ile indus y, (. . .).”
“A oid pape and ab ic was e. Reuse ab ics. (. . .)”
“Guidance in esea ching and p ac icing sus ainable op ions in he c ea ion and execu ion o ashion p ojec s.”
“I inco po a e, (. . .), such as upcycling s a egies, euse, ecycling, and new p oduc cons uc ion. Fashion wi h added alue
based on ex ending i s li e cycle.”
“Upcycling as a o m o c ea i e unlocking.”
“Case analysis, (. . .)”
“P ojec s de eloped wi h ma e ial euse; was e sepa a ion in he class oom.”
“(. . .) In mo e p ac ical wo k, we euse all he sc aps om cu ing pieces o make new ab ics o new pieces. We ha e ou
p ojec ‘T ocas e Bald ocas’, which in ol es b inging clo hes we no longe use, and s uden s exchange hem among
hemsel es. (. . .)”
4. Conclusions and Fu u e Recommenda ions
A e a e iew and in e p e a ion o he documen a y sou ces ega ding he p esence
o CE and sus ainabili y in he FDTC cu iculum and a e analyzing he pe spec i es o
he educa o s on his ma e , se e al conclusions and u u e ecommenda ions eme ged.
Fi s ly, i was e iden ha he e is a signi ican gap in he explici inclusion o CE and
sus ainabili y in he cu iculum documen s o he disciplines in o e all. This disc epancy
has been documen ed by Sousa, Ma ques, and B oega [
35
], who analyzed he cu icula o
di e se Fashion Design cou ses, spanning om he p o essional le el (le el 4 QNQ/EQF)
o highe educa ion le els (le els 6, 7, and 8 QNQ/EQF). Thei indings e ealed ha
sus ainabili y o en eme ges spo adically as a pe iphe al o isola ed opic wi hin speci ic
subjec s, a he han se ing as he guiding p inciple ha shapes he o e all s uc u e o
hese cou ses. This analysis can be ex apola ed o he s udy, whe e only a ew disciplina y
cu iculum documen s add essed he heme in a shallow manne .
This incong ui y becomes e en mo e p onounced wi hin he UFCDs o he echnolog-
ical aining componen o he FDTC cu iculum, whe e e e ences we e no ably absen .
Wi h he di ec connec ion o ashion design in hese sho -du a ion uni s, one would expec
a mo e ho ough in eg a ion o hese hemes. Howe e , jux aposing his, he iewpoin s o
he educa o s e ealed s ong suppo o he inclusion o a ious subjec s ela ed o hese
hemes in he cu iculum, indica ing a solid commi men o p omo ing sus ainabili y in
Fashion Design educa ion. Addi ionally, he majo i y o he su eyed educa o s had al eady
in eg a ed hese issues in o hei pedagogical p ac ice, as e idenced by he es imony o one
educa o ha eaches a ious UFCDs in he echnological componen , and highligh s ha :
“In all he UFCDs I each, I emphasize o s uden s he impo ance o con ibu ing o a mo e
sus ainable ashion. Howe e , despi e his emphasis, i is no e y e iden in he p oposed
cu iculum objec i es, leading me o belie e ha he p og am is qui e ou da ed” [34].
As such, conce ns ha e also a isen ega ding he lack o alignmen be ween eache s’
expec a ions and he con en o exis ing cu iculum documen s. The e o e, i can be
asse ed ha p omo ing g ea e collabo a ion be ween educa ional policy make s and
eaching p o essionals is essen ial o ensu e ha he cu iculum uly mee s he needs
and expec a ions o he eaching communi y. I may e en be sugges ed ha he e is a
need o a cu iculum e iew o inco po a e hese hemes mo e comp ehensi ely and
inclusi ely, ensu ing ha s uden s ecei e a holis ic educa ion ha p epa es hem o ace
he con empo a y challenges o he ashion indus y in a mo e sus ainable manne . Wi h
his cu iculum e iew, i is also c ucial o emphasize he impo ance o p o iding he
Sus ainabili y 2025,17, 951 17 o 20
necessa y esou ces o encou age he adop ion o sus ainabili y p ac ices and ensu e hei
e ec i e implemen a ion by educa o s. This includes secu ing unding o sus ainabili y-
ocused ini ia i es and p o iding upda ed eaching ma e ials. While academia plays a
pi o al ole in p epa ing p o essionals and os e ing esponsible ci izenship [
36
], i s success
depends on s ong suppo om bo h go e nmen al and school-le el ins i u ions o u n
hese objec i es in o angible ou comes.
Rega ding he me hodologies, s a egies, and ools used in he class oom o add ess
hese hemes, as p e iously men ioned, he majo i y o educa o s asse ed ha sus ainable
de elopmen is an in eg al pa o hei pedagogical p ac ice. This demons a es hei
dedica ion o os e ing sus ainable p ac ices wi hin he ashion indus y and cul i a ing
en i onmen al awa eness among s uden s. No ably, he e is an emphasis on ma e ial euse,
he use o ecycled ma e ials, he epu posing o ex ile was e, and upcycling echniques o
c ea e p oduc s, he eby minimizing ex ile was e. Fu he mo e, he e was a clea ocus
on esea ching mo e sus ainable ma e ials, moni o ing sus ainable ashion ends, and
explo ing al e na i e, mo e conscien ious app oaches. In addi ion o was e educ ion e o s,
educa o s also emphasized ene gy consciousness, ad oca ing o he educ ion o no only
ab ic was e bu also pape , wa e , and elec ici y consump ion, he eby encou aging mo e
e icien and mind ul p ac ices.
Gi en he in e es and commi men demons a ed by educa o s in p o iding a mo e
holis ic pe spec i e on he ashion indus y, i is clea ha con inuous aining oppo uni ies
a e essen ial o suppo hei e o s. The indings highligh he need o in eg a e CE
p inciples in o he cu iculum, which, in u n, unde sco es he impo ance o equipping
eache s wi h he necessa y skills and knowledge in his a ea. Tailo ed wo kshops o o mal
p o essional de elopmen p og ams could signi ican ly enhance educa o s’ unde s anding
o CE p ac ices, enabling hem o inco po a e hese concep s mo e e ec i ely in o hei
eaching. Aligning he cu iculum wi h CE p inciples would no only empowe educa o s
bu also os e g ea e s uden engagemen , inc easing awa eness o sus ainable p ac ices
and hei impo ance wi hin he ashion design indus y and beyond.
Educa ion and aising awa eness among s uden s we e cen al aspec s, u ilizing a
a ie y o educa ional me hods such as deba es, lec u es, documen a y sc eenings, p ac ical
ac i i ies, ield ips, case s udy analysis, and o al p esen a ions. Some o hese me hods o
eaching sus ainable design, as sugges ed by Wa kins e al. [
7
], include bo h gene ic and
speci ic app oaches, such as semina s, wo kshops, lipped class ooms, lec u es, ideos, and
online classes. The goal is o deepen comp ehension o he en i onmen al, social, poli ical,
e hical, and economic challenges wi hin he ashion indus y and encou age e lec ion on
possible solu ions. Teache s also add essed he inco po a ion o sus ainabili y p inciples
in o ashion p ojec s p esen ed o s uden s, encou aging c i ical analysis and he pu sui
o mo e conscien ious solu ions. Ins uc ion cen e ed on p ac ical p ojec de elopmen
eme ges as he p edominan app oach, os e ing an ad ancemen in a ious skills [7].
Dialogue was also p esen ed as a s a egy, wi h eache s ein o cing open commu-
nica ion wi h s uden s abou he impo ance o en i onmen al p ese a ion and he con-
sequences o ashion indus y p ac ices, hus mo i a ing hem o con ibu e o a mo e
sus ainable u u e. U ilizing semina s as a eaching me hod also acili a es in e ac i e p e-
sen a ions and discussions, he eby enhancing subjec assimila ion and nu u ing c i ical
hinking abili ies [7].
The epo ed pedagogical app oaches exhibi an in e disciplina y o ien a ion, inco -
po a ing knowledge om a ious a eas o add ess sus ainabili y in ashion, including
en i onmen al, socio-emo ional, economic, and e hical conside a ions. The in eg a ion
o in e disciplina y me hodologies seeks o s imula e cu iosi y, explo a ion, c i ical hink-
ing, in e cul u al unde s anding, en i onmen al awa eness, and a p oblem-sol ing mindse
Sus ainabili y 2025,17, 951 18 o 20
among s uden s [
12
,
37
]. Finally, i is wo h men ioning ha some eache s in ol ed he school
communi y by p esen ing p ojec s o he communi y, o ganizing ai s, and ini ia i es ha
encou aged ac i e s uden pa icipa ion and aised awa eness among communi y membe s.
While aluable ini ial insigh s ha e been gained ega ding he in eg a ion o CE and
sus ainabili y wi hin he pedagogical amewo k o he FDTC, addi ional explo a ion is
wa an ed. Engaging in in e iews wi h eache s and cou se coo dina o s, especially
hose o e seeing he UFCDs o he echnological aining componen , may o e deepe
insigh s in o he me hodologies, s a egies, and ac i i ies ele an o CE and sus ainabili y
in ashion design educa ion. Ul ima ely, hese indings will ha e a p ac ical applica ion
in he subsequen ac ion esea ch phase, guiding he de elopmen o mo e a ge ed and
e ec i e sus ainable eaching-lea ning s a egies.
Supplemen a y Ma e ials:
The ollowing suppo ing in o ma ion can be downloaded a : h ps:
//www.mdpi.com/a icle/10.3390/su17030951/s1, and he Da aReposi ó iUM: h ps://doi.o g/10
.34622/da a eposi o ium/GVGTRK [34].
Au ho Con ibu ions:
Concep ualiza ion, S.M.; me hodology, S.M. and A.D.M.; alida ion, S.M.;
in es iga ion, S.M.; da a cu a ion, S.M.; w i ing—o iginal d a p epa a ion, S.M.; w i ing— e iew
and edi ing, H.P.F. and A.D.M.; supe ision, A.D.M.; unding acquisi ion, H.P.F. All au ho s ha e
ead and ag eed o he published e sion o he manusc ip .
Funding:
This wo k was unded by he Eu opean Regional De elopmen Fund h ough he Op-
e a ional Compe i i eness P og am and he Na ional Founda ion o Science and Technology o
Po ugal (FCT) unde he p ojec s UID/CTM/00264/2020 o Cen e o Tex ile Science and Tech-
nology (2C2T) on i s componen s Base (h ps://doi.o g/10.54499/UIDB/00264/2020) and p o-
g amma ic (h ps://doi.o g/10.54499/UIDP/00264/2020). S.M. acknowledges FCT o PhD s u-
den ship 2022.13244.BD. H.P.F. acknowledges FCT o auxilia y esea che con ac wi h e e ence
626 2021.02720.CEECIND.
Ins i u ional Re iew Boa d S a emen :
E hical e iew and app o al we e wai ed o his s udy due
o he anonymiza ion o he da a.
In o med Consen S a emen :
The online ques ionnai es used/comple ed o he pu poses o he
s udy we e anonymous. In o med consen was ob ained by equi ing pa icipan s o check a consen
box in he i s ques ion o he ques ionnai e be o e p oceeding.
Da a A ailabili y S a emen : Da a is con ained wi hin he a icle o Supplemen a y Ma e ial.
Con lic s o In e es :
The au ho s decla e no con lic s o in e es . The unde s had no ole in he
design o he s udy; in he collec ion, analyses, o in e p e a ion o da a; in he w i ing o he
manusc ip ; o in he decision o publish he esul s.
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