Learning Experiences on Continuous Learning Education for Adults in Working Life in Textiles and Fashion

Practice Paper Recommended citation: Varheenmaa, M., & Mallat, S. (2025). Learning Experiences on Continuous Learning Education for Adults in Working Life in Textiles and Fashion. In Kangaslampi, R., Langie, G., Järvinen, H.-M., & Nagy, B. (Eds.), SEFI 53rd Annual Conference. European Society for Engineering Education (SEFI), Tampere, Finland. DOI: 10.5281/zenodo.17632034. This Conference Paper is brought to you for open access by the 53rd Annual Conference of the European Society for Engineering Education (SEFI) at Tampere University in Tampere, Finland. This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License. LEARNING EXPERIENCES ON CONTINUOUS LEARNING EDUCATION FOR ADULTS IN WORKING LIFE IN TEXTILES AND FASHION M. Varheenmaa a, 1 , S. Mallat b a Tampere University of Applied Sciences, Tampere, Finland, 0000-0003-1418-4827 b KEUDA Keski-Uusimaa Joint Municipal Authority for Education and Training, Järvenpää, Finland Conference Key Areas: Continuing education and life-long learning in engineering, Open and online education for engineers Keywords: continuous education, textiles, circular economy, sustainability, workinglife ABSTRACT Continuous learning is essential in working life especially nowadays due to the challenges posed by climate change, rapidly evolving technology, and EU regulations introduced in response to these issues. A continuing learning education focused on the growth areas of textile and fashion industry was implemented to bridge the skills gap in technology and the circular economy between employees and the needs of working life. This program was conducted from September 2023 to December 2024 and consisted of six modules. The regular competence surveys conducted by the Finnish Textile and Fashion Association for their textile member companies, along with research in circular economy by VTT and other stakeholders, informed the content of the program. This paper presents the content, implementation, and experiences of the continuing education program from the educator’s perspective. Personal learning experiences from a learner’s point of view are also shared. As a result of this initiative, a new twosemester continuing education program on responsible packaging and textiles began in September 2024. The specific features of both implementations are described and compared. 1 Corresponding Author M. Varheenmaa minna.varheen[email protected] 1 INTRODUCTION Environmental concerns, EU regulations and rapid changes in modern working life set high pressure on the skills of employees in companies in industries such as textile and fashion (OECD, 2023; Ministry of Education and Culture, n.d.; Ellen Macarthur Foundation, 2017). Interest in continuous learning has grown, as evidenced by increased funding and a higher number of ongoing projects at both national and international levels (SECLE, n.d.; Tampere University of Applied Sciences, 2024). The Service Centre for Continuous Learning and Employment (SECLE) has provided government grants through specific calls, enabling such educational initiatives. Additionally, the growing number of participating employees and their willingness to balance their studies, work, and family life —with the support and flexibility of their employers—reflects a positive trend toward continuous learning. (Rissanen & Varheenmaa, 2024) The EU strategy for Sustainable and Circular Textiles (European Commission, 2022) emphasizes the importance of durable, long-lasting, repairable, recyclable textile products, and to a great extent made of recycled fibres, placed on the EU market. This strategy affects every stage of the product lifecycle—from design and production to consumption and waste management. The strategy has introduced mandatory requirements since its publication in March 2022. The proposed Ecodesign for Sustainable Products Regulation (ESPR), also published in 2022, targets a broader range of product groups to enhance circularity and environmental performance (European Commission, 2020). Additional regulations related to extended producer responsibility, plastics and waste management are expected (Brown, 2024; Directive (EU) 2019/904; Directive 2008/98/EC). These will further increase the need for upskilling employers and employees to strengthen the competence of the companies. Simultaneously, valuable research on the circular economy and EU regulations — conducted by research organizations, universities, and associations in collaboration with industry—has promoted continuous learning in the textile sector. New technological innovations in fiber production and product development have also fueled enthusiasm and the need for education in this field (Kamppuri, 2021). Since 2020, the Finnish Textile and Fashion Association has conducted biennial surveys to identify the competencies required in the sector towards Green transition and Digitalization. (Finnish Textile and Fashion, 2022; Owal Group, 2022). To address the skills gap, a continuing learning education program focused on the growth areas of textile and fashion was launched with the support of a government grant. The six-module program integrated the latest technological innovations and circular economy principles with textile raw materials and production technologies. Each module included one or two campus days or company visits during this 18month period. This paper introduces the content, implementation, and educator experiences of the program by one of the teachers in the modules. Chapter 3.2 shares personal learning experiences from an adult learner in working life who participated in this program. Another outcome of the initiative is a new, more flexible and agile continuing education program on shorter modules on responsible packaging and textiles, launched in autumn 2024. This program was made possible by targeted funding for bio-based product sectors. The packaging and textile industries share synergies, particularly in the use of bio-based materials and compliance with EU regulations. The specific features of these two different types educational implementations are compared. 2 CONTEXT AND PRACTICAL WORK 2.1 Teaching methods The first continuing learning education program focused on the growth areas of textile and fashion was structured over three semesters. There were two modules per each semester, totaling 30 ECTS credits. Each module had a specific theme and included one or two in-person or virtual contact days, as well as company or organizational visits relating to the topic. Students completed individual and group assignments, including literature reviews, analyses, discussions, mentoring, product development, reporting and presentations. Activities such as guest lectures, panel discussions, demonstrations and laboratory visits were also included. Assignments were graded, and Moodle was used as the learning platform gathering all the learning materials and activities for the students. The second program, focused on responsible packaging and textiles offered four common modules for both industries in the first semester. In the second semester, students could choose from four to nine specialized modules, earning between 2 and 28 ECTS credits depending on their selections. Although the modules were shorter, similar teaching methods and hybrid learning formats were used. 2.2 Themes of the modules The first program’s modules covered themes (Fig 1) such as production and further processing technologies, advanced technologies and innovations, quality management and testing, marketing, and product development. Circular economy, sustainability and responsibility were integrated into all themes through lectures, literature, and assignments. Students were encouraged to apply these perspectives to their work or home projects. The second program addressed themes such as clean transition, responsibility, sustainability, bio-based materials, and material recycling, tailored to the needs of both industries. Fig. 1. Themes of the modules in the first continuing learning education program focused on the growth areas of textile and fashion. ALT-text: Themes of the six modules are written in six boxes in a circular. 3 RESULTS AND INSIGHTS 3.1 Achievements and feedback Feedback was gathered throughout the program during activities and at the end of each module (table 1). A total of 50 students were chosen for the first implementation. The admission criteria required that students were either currently employed or outside the workforce. About 83% of the applicants had prior education in the textile and fashion field, while about 17% came from different educational backgrounds. Around 21% had completed their previous education in the field within the last five years, 38% between five and twenty years ago, 21% more than twenty years ago. Participants’ expectations for the program focused on updating their knowledge in areas such as recycling, sustainability and new innovations in the industry. Approximately 88% of the students completed the entire program, and about 76% earned the full 30 credits. The second, shorter-duration program—offering more flexibility and choice—concluded this spring. Feedback from the responsible packaging and textiles program will be analyzed after the final course. Table 1. Feedback from the first continuing education program (Rissanen & Varheenmaa, 2024) Feedback given for the first program e.g. • skills for studying were developed • skills for searching information were developed • already after the first semester some students were able to apply the gained knowledge in their work directly or in a new, more demanding position • students were content with having the education that was funded by governmental grant • funding made the education possible for working-age people who are not able to study full-time • education provided students new networks for the future 3.2 Learning experiences – a personal view of an adult learner in working-life Overall, the learning experience was considered very positive. It had been a long time since there was an opportunity to update knowledge in textile and fashion training. The topics selected for the training were regarded as highly relevant and interesting, reflecting the global situation and looking toward the future. The training was scheduled and implemented in a way that made it realistic for working students to manage. Practical arrangements enabled participation either in person at the school or online. In addition, most of the online lectures were recorded, which provided even greater flexibility. One of the most appreciated aspects of the training was the opportunity to connect with many professionals working in the textile field and who shared similar interests. A total of 50 students participated, representing a wide range of professional backgrounds and a shared enthusiasm for learning. Each topic included theoretical content and homework assignments. Most of the work was completed in groups, which supported the completion of tasks. For instance, one group of four women showed strong commitment to the project, and whenever someone had limited time for studies, support was always available from others. The learning environment (Fig. 2) was considered excellent, as access to TAMK’s laboratories was provided. The use of real machines helped in understanding processes such as yarn production. It was also motivating to occasionally meet with the entire group to discuss the studies, the textile industry, and personal knitting projects. Fig. 2. Textile manufacturing laboratory at TAMK. (Photo: Erica Dahlström-Dezonne) ALT-text: A laboratory room where are six machines for making yarn. A few excursions to textile companies were also arranged during the training. These visits served as an excellent way to introduce various skills and business ideas. Some of the companies visited were places that would likely not have been accessible without the training program. 4 CONCLUSIONS AND IMPLICATIONS The results of the first continuing learning education program demonstrated a strong need for updating competencies with the latest industry knowledge. Students showed high levels of commitment, with the majority completing the full program. Campus days were always filled with lively discussions and enthusiastic participation whenever possible. This paper outlines the key drivers of continuing education: climate change, evolving EU legislation promoting sustainability and the circular economy, and innovations in fiber technology. These factors have not only highlighted the skills gap in the textile industry but also revealed a strong motivation among professionals to acquire new knowledge. Dedicated funding for continuing education has made it possible to organize these programs and enable working professionals to participate. Flexible teaching methods and arrangements, adapted based on student feedback, have further facilitated participation. Social networking and peer learning have also played a significant role in enhancing student engagement. The new perspective emerges from the combination of all these factors. 5 ACKNOWLEDGEMENTS The continuing learning education programs were funded by a governmental grant granted by The Service Centre for Continuous Learning and Employment (SECLE) upon an application. REFERENCES Brown, A. and P. Börkey. (2024). “Extended producer responsibility in the garments sector”, OECD Environment Working Papers, No. 253, OECD Publishing, Paris, https://doi.org/10.1787/8ee5adb2-en. Directive 2008/98/EC of the European Parliament and of the Council of 19 November 2008 on waste and repealing certain Directives. Retrieved June 10.2025. 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