PROJECT BASED LEARNING IN FASHION EDUCATION: A REVIEW OF PEDAGOGICAL APPROACHES, TRENDS, AND FUTURE DIRECTIONS

Abstract

Fashion education is undergoing significant transformation through the integration of digital technologies, sustainability, and industry engagement. Project Based Learning (PjBL) has emerged as a key pedagogical approach, enabling students to undertake extended, practice-oriented projects that foster technical proficiency, creativity, and collaboration. This review adopts an integrative literature review methodology, empirical research, and conceptual educational frameworks. This review synthesises 34 peer-reviewed literature from 2014 to 2024. Findings indicate that PjBL, especially when combined with sustainability principles and digital innovation, enhances problem-solving skills, professional readiness, and learner autonomy in fashion curriculum. Nevertheless, challenges persist in faculty training, equitable access to resources, and the standardisation of assessment methods. The paper recommends greater transdisciplinary integration, stronger industry partnerships, hybrid learning delivery, and culturally contextualised project themes to ensure the continued relevance and inclusivity of PjBL in fashion education.