OHITE - Adaptive Textile Engineering Learning Imperatives in Response to the Green Transition

Practice Paper Recommended citation: Heikinheimo, L., Tuomala, A.-M., & Varheenmaa, M. (2025). OHITE - Adaptive Textile Engineering Learning Imperatives in Response to the Green Transition. 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.17631893. 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. OHITE - ADAPTIVE TEXTILE ENGINEERING LEARNING IMPERATIVES IN RESPONSE TO THE GREEN TRANSITION L. Heikinheimo a, 1 , A-M. Tuomala b, M. Varheenmaa c, a LAB University of Applied Sciences, Lahti, Finland, 0000-0002-9197-6783 b LAB University of Applied Sciences, Lahti, Finland, 0000-0001-6093-3150 c Tampere University of Applied Sciences, Tampere, Finland, 0000-0003-1418-4827 Conference Key Areas: Continuing education and life-long learning in engineering, Engineering skills, professional skills, and transversal skills Keywords: Continuous learning, engineering skills, working life ABSTRACT This practice paper presents the OHITE development project related to continuous learning. The project is carried out by three engineering educators whose goals include developing a collaborative network around continuous learning and creating a user-centered continuous learning service model for three different industries, Textile and fashion is one of the industries in the scope of this project. This paper introduces an individualized learning loop developed within the project, where peer learning plays a central role. Additionally, the study describes a four-phase learning loop, where educators, trainers, stakeholders, and employees become learners who participate in the dynamic exchange of knowledge, skills, and insights. The case introduces two model development approaches that significantly impact the OHITE continuous learning service model. The first development involves the external learning loop with external stakeholders, specifically an employer association that regularly conducts skills surveys and gathers skills need data, which originally encouraged the initiation of the OHITE development project. The second development focuses on the industry learning loop phase, highlighting the establishment of a new governmental body that finances the organization of competence services through procurements and discretionary government grants, and how the experience of this mechanism supports the service model development. The results show that engineering education in the field of textile and fashion is needed as a developer and provider of continuous learning. These results are valuable when creating the service model for this OHITE project. 1 . L. Heikinheimo [email protected] 1 INTRODUCTION Continuous learning (lifelong learning - LLL) in the workplace has been one of the recent topical discussions in Finland (Lemmetty et al., 2022). Continuous learning refers to the ongoing development and enhancement of skills throughout one’s life. The Finnish Government published the parliamentary guidelines for continuous learning in 2020, and the Act on the Service Center for Continuous Learning and Employment came into force on September 1, 2021. The Ministry of Education and Culture and the parliamentary reform of continuous learning particularly target learning during the working career of the adult population. Learning should be enabled as training that takes place alongside and during work, which requires flexibility from the education systems. (Ministry of Education and Culture; Finnish Government, 2022; Act on the Service Center for Continuous Learning and Employment 682/2021, §1). To meet the challenges of continuous learning, three engineering educators decided to apply for funding to develop a common service model for three different industries. In April 2024, a two-year joint project funded by ESR+ was launched by Tampere University of Applied Sciences (TAMK), LAB University of Applied Sciences (LAB), and South-Eastern Finland University of Applied Sciences (XAMK). The OHITE project (Service Model for Continuous Learning for Sustainable and Carbon-Neutral Manufacturing Industry) addresses the continuous learning needs of the textile and fashion industry, bioproduct technology industry, and mechanical engineering industry. The project aims to build strategic networks between education providers and industry players and develop a user-centred service model that supports sustainable growth and carbon neutrality. At the core of the OHITE project is the assessment of educational needs and the improvement of accessibility to educational services. The project’s goals are divided into five main areas: 1. Updating competence needs: Identifying industry-specific, overlapping, and general competence needs and evaluating current educational solutions. 2. Strategic network: Building and strengthening cooperation between education and industry to support continuous learning and knowledge sharing. 3. Service model development: Developing a user-centred service model that enables flexible and accessible learning solutions for companies and individuals. The model aims to enhance companies’ competitiveness and sustainable development goals. 4. Service model piloting: Testing and evaluating the functionality of the service model in practice to ensure its effectiveness. 5. Sharing best practices: Disseminating the knowledge and operational models generated in the project. (LAB). This practice paper addresses the development of continuous learning in the field of textile engineering within the green transition and the development of a related service model. 2 CONTEXT AND PRACTICAL WORK 2.1 Peer learning in creation of individual learning loop Peer learning leverages the existing expertise within an organization, capitalizing on the collective intelligence of its members. By facilitating the exchange of knowledge among peers, organizations can significantly enhance skill development and innovation (Diaconu & Dutu, 2018). This method aligns with the learner’s (individual or organization) natural learning process, which involves four critical stages. Acquiring knowledge is the initial stage where individuals gain new information or skills through various means such as lectures, reading, or peer discussions (Smith, 2001 and 2013; Bean 2023). Applying through practice means that learners put their newly acquired knowledge into practice. This could involve hands-on activities, projects, or real-world applications (Henley & Norbury 2011). Receiving feedback is a stage where learners receive constructive feedback on their performance. This feedback can come from peers, mentors, or supervisors and is crucial for identifying areas of improvement. Reflecting on learning is the final stage, which involves reflecting on the entire learning process. Learners assess what they have learned, how they applied it, and how they can improve in the future. The post-21 century’s educational paradigm has the primary focus of generation of new, future orientated knowledge (Chetry Kumari 2024). This methodological approach of the OHITE project is illustrated in Figure 1 below. Fig. 1 Four stages of OHITE learning loop (Tuomala & Heikinheimo, 2025) Alt: Four stages of the learning loop are written in the arrow circle in order: 1. Acquiring knowledge, 2 Applying through practice, 3. Receiving feedback and 4. Reflecting on learning. 2.2 Learning loop interaction and multi-layered functionality The interaction of learning loops in the OHITE project can be described through a multi-layered, collaborative framework (Fig. 2). Each organization operates its own internal learning loop, consisting of the stages of acquiring knowledge, applying it, receiving feedback, and reflecting on the learning process. However, this is not enough when it comes to competitiveness and the absorption of new knowledge. The start takes place in internal learning loops. Within each organization, individuals and teams engage in continuous learning cycles. For example, universities of applied sciences conduct research and educational activities, industry organizations focus on practical applications and innovations, and private training companies provide specialized training programs. The internal loops ensure that each entity continuously improves and adapts to new knowledge and practices. The perspectives on this development were recognized Gibbson et al. (1994), who highlighted that companies do not use knowledge solely to solve problems; they also generate it by employing problem identifiers, problem solvers, and problem brokers. The second form is an inter-organizational learning loop, in our project context it means learning between partner universities of applied sciences (UAS). This internal loop intersects through regular discussions, meetings, and collaborative projects. Universities may share research findings with industry partners, who in turn provide practical insights and feedback. Private training companies might offer workshops based on the latest academic research and industry needs. The third form is an external learning loop which means extending the loops beyond immediate partners by incorporating other educational institutions and industry-specific organizations. This broader network allows for the dissemination of the best practices and innovative solutions across different sectors. For instance, a breakthrough in bioproduct technology at one university can be shared with other institutions and industries, leading to widespread adoption and further refinement. It is important to emphasize the final one, the industry learning loop. This final layer involves the employees as learners in the mechanical engineering, textile and fashion, and bioproduct technology industries. These employees participate in courses, training programs, network events, apply new skills in their work, and provide feedback on their experiences. This feedback is then looped back to the educational institutions and training providers, ensuring that the training remains relevant and effective. Fig. 2 Four different forms of learning loops in OHITE project (Tuomala & Heikinheimo, 2025) Alt: Four different forms of learning loops are illustrated in four sections in interactive circle Through this multi-layered interaction, the learning loops create a robust, interconnected system that promotes continuous learning, innovation, and professional growth across various sectors. This collaborative approach ensures that knowledge is not only generated but also effectively applied and refined through realworld experiences (Kennedy et al., 2025). Educators, trainers, stakeholders and employees become learners in this paradigm, engaging in a dynamic exchange of knowledge, skills, and insights. The social context of paradigm shifts from contemporary understanding to future knowledge encompasses not only individual advancements, but also collective societal evolution. 2.3 OHITE continuous learning service model The textile and fashion industry are being spearheaded in the OHITE project by TAMK and LAB, project partners specializing in textile engineering education and RDI. The continuous learning model developed by the OHITE project must integrate industry perspectives, as the needs originate from employers and employees. A notable benchmarking initiative is ServiceNow's strategies, which master continuous learning through unconventional methods (ServiceNow, 2025) and emphasize the importance of adapting to change and leveraging new skills. This reinforces the necessity for a dynamic, industry-informed approach. In a rapidly changing world, these approaches ensure that engineers can adapt to new technologies and industry demands, making continuous learning and skill development crucial for personal, company, and industry competitiveness. Our case introduces two model development approaches that have a remarkable impact on the OHITE continuous learning service model. The first development involves the external learning loop with external stakeholders, specifically an employer association that regularly conduct skills surveys and gather skills need data, which encouraged us to initiate the OHITE development project. The second development focuses on the phase of the industry learning loop, as it has been established a new governmental body that finances the organization of competence services through procurements and discretionary government grants, and how the experience of this mechanism supports the model development. 3 PRACTICE AND RESULTS OF EXTERNAL LEARNING LOOPS 3.1 External learning loops in textile and fashion industry The transformation of the operational environment and working life in the textile and fashion industry is significant and creates new skill requirements. The demands of the green transition and sustainability, digitalization, and changes in consumer behavior require active updating of skills from industry players now and in the future. An employers’ association Finnish Textile & Fashion Industry Association (STJM), which is a strategic partner of OHITE project, conducts a skills survey for its member companies every two years. According to the latest survey, 70 percent of Finnish companies that responded to the survey found it quite or very difficult to find skilled labor. In the OHITE project, we compared and analyzed the skills, and recruitment needs assessments conducted in 2020, 2022, and 2024 (Table 1) and reflected on the skills required by the Growth Agreement prepared by Business Finland, STJM, the Ministry of Employment and the Economy, and industry companies. We also conducted a targeted survey for the industry as part of the OHITE project (LAB, 2025). According to Finnish Textile & Fashion’s latest survey, the five most important skill needs are product development and quality management, data management, digital tools, textile material expertise, and business expertise (Table 1). Table 1. Recruitment needs in the textile and fashion industry according to skill needs surveys 2020, 2022 and 2024 (Finnish Textile & Fashion 2022, 2022, 2024) 2020 2022 2024 sewing product development and quality management product development and quality management selling sewing sales and customer relationship management textile material expertise/ textile technologies sales and customer relationship management sewing digital tools process/production technology pattern making marketing and branding online sales process/production technology In the textile and fashion industry, generic green transition skills are particularly related to the production of energy solutions, general circular economy knowledge, and product lifecycle management, such as carbon footprint calculation and data management. Additionally, EU regulations increase companies' skill needs, especially related to quality management. Specific skill needs for the textile and fashion industry were identified in areas such as textile material expertise, digital tools, quality management, product development, and product design. Interestingly, in the latest skills needs survey conducted by STJM, the top recruitment needs for companies were sewing, pattern making, and process technology experts, but these areas were not at the top of the list for employee training and skill needs. 3.2 Industry learning loop case: continuous learning programmes for textile and fashion The Service Centre for Continuous Learning (SECLE) is a new operator in the field of education and skills, the objective of which is to advance the development of skills of the working-age population and access to labour. SECLE finances organising competence services through procurements and discretionary government grants. (SECLE). The first round of grants aimed at textiles and fashion, “State grants for training that strengthens the labour market position in sectors with oversupply and structural change”, funded eleven training projects in 2022–2025 with a total of approximately 2.3 million euros. Approximately 700 students participated in the training. The second round of grants, “Development of bioeconomy and bio-based materials-related competence”, which ended in spring 2025, funded eight projects with approximately one million euros. 350-400 students will participate in these trainings. (Mähönen, 2024). The OHITE project partners LAB and TAMK have organized three continuous learning trainings (2 to 30 ECTS), funded by SECLE, for the textile and fashion industry during the years 2023 - 2025. Each training has had approximately 50 students. LAB and TAMK have also received feedback from the appropriate target groups regarding the organization of continuous learning in textile engineering education. The learning and collaboration between partners and stakeholders have intensified. SECLE has also enabled the rapid cycle organization and testing of continuous education. The publication of produced materials in the Library of Open Educational Resources portal benefits not only the educators but also the stakeholders broadly. 3.3 Student feedback as part of model development The aim of continuous learning education for growth focus areas of Textiles and Fashion engineering (funded by SECLE) was to improve the competitive strength of the working people in the labor market. This could benefit people working on the branch either in their current jobs or it could provide possibilities for further education for new opening career opportunities in areas of oversupply of labor or it could support in career paths within the branch (Rissanen & Varheenmaa, 2024). The 50 students chosen that took the study place at least 10% represented one or more of the groups: • having only a general education • lacking a professionally differentiated degree that would give readiness for current or new careers • outdated professional degree for the branch (20 years or more since the completion). Feedback was gathered in every course and improvements and changes were made accordingly for the ongoing or the following courses (Rissanen & Varheenmaa, 2024). The feedback received and the executed actions are presented in Table 2. Since most of the students were in working life and coming from different areas in Finland the campus days were usually organized as hybrid events. Company and laboratory visits were an exception to this. Every course usually consisted of 1-2 individual and 2-3 group tasks in which it was possible to utilize one’s workplace in textile or other industry or own wardrobe from the textile technology, circular economy and sustainability perspective. Grouping for the tasks was based mainly on the geographical location of people or on people working in the same company in textile or clothing industry to ease up the co-operation. Relevant literature and learning tasks were shared via Moodle learning platform. The intention of these methods was to lower the threshold for participation in education and to increase flexibility of the implementation for people in working life. Also, the 18-month length of the implementation was intended to serve the students by providing more space to study beside work and family. Circular economy, sustainability and new fibre innovations gave the perspective for each theme. Table 2. Feedback in courses in the education for Textiles and Fashion growth focus areas (Rissanen & Varheenmaa, 2024) Courses Feedback during the course Actions in courses 1 Textile materials in circular economy -more guidance -more activity and discussions -sparring online for supporting group work -time for discussion and feedback 2 Textile processing in circular economy -more individual tasks instead of group work -demo of yarn manufacturing in a laboratory -samples of sustainable, recycled commercial textile materials -sparring online for supporting group work 3 Smart and technical textiles -splitting group work into parts -several company visits 4 Quality management and responsibility -more lectures -visiting textile testing laboratories -mentoring role as a customer 5 Digital marketing and branding -hybrid lectures on campus and online 6 Product development and innovation in circular economy -lectures and sparring online -visiting sustainable fibre innovations in companies -product development group work Based on the feedback received, the students gained new knowledge and refreshed their previous skills during their education. The importance of circular economy in textile and fashion became clearer. New networks were established in face-to-face meetings on campus, online, during company visits, and group work. These activities enabled more discussion and interaction between students and between other stakeholders, thus enhancing learning and reflection (Rissanen & Varheenmaa, 2024). This SECLE project demonstrated that engineering education in the textile field is also needed as a system of continuous learning. 4 DISCUSSION AND CONCLUSIONS A modern and successful textile engineer must develop a diverse profile, with fiber, fabric, and textile process engineering at the core, surrounded by connections to other disciplines. In addition, a textile engineer must develop himself professionally to be able to operate according to the principles of the circular economy and the green transition. Ilkhamova et al. (2017, 4) conclude that to make relevant qualifications requires closer communication between higher education and training structure and the world of work. It is necessary to promote vocational education training (VET) and strengthen its work-based component, identify and explicit the evolution of training needs, prepare appropriate training actions, promote positive relationships between industry and the training system. Ilkhamova et al. conclusions are also well-suited for the development work of the OHITE project to promote continuous learning. The OHITE project has addressed a timely need in textile and fashion engineering education. Since 2017, engineering education in the field has been minimal for a while in Finland, creating a significant knowledge gap. However, with the model currently being developed, both restarted degree education at TAMK and continuous learning in engineering by TAMK and LAB have commenced systematically through close collaboration among various stakeholders. In the service model, STJM plays a central role in implementation alongside higher educational institutions, vocational institutions, and companies. It should be noted that the textile industry is relatively small in Finland. Nevertheless, it has been at the forefront of RDI activities at European level, particularly from the perspectives of the green transition and circular economy and also digitalization. For instance, Finland implemented separate collection of waste textiles at the beginning of 2023, while the EU's target start date was 2025. The next significant regulatory measure is the producer responsibility directive, anticipated to come into effect in 2025 with a two-year transition period. These examples highlight industry’s key role in the EU's circular economy goals, and continuous learning in engineering education supports industry stakeholders in this transition.