EXPLORING STUDENTS’ EXPERIENCES OF STUDIO PEDAGOGY, COLLABORATION, AND STUDIO ENVIRONMENT IN SHAPING LEARNING OUTCOMES: A QUALITATIVE INQUIRY USING THE INPUT-PROCESS-OUTPUT MODEL

Abstract

This study adopted the Input–Process–Output (IPO) model to explore how studio pedagogy, collaboration, and the studio environment influence student learning outcomes in textile and apparel education. Using a qualitative approach, semi-structured interviews were conducted with eight undergraduate students from two universities in Tianjin, China. Reflexive thematic analysis revealed that key pedagogical elements, including case-based instruction, iterative design processes, critical reflection, and formative assessment, significantly influenced student learning. Collaboration and the studio environment functioned as core processes, fostering interaction and creativity while also presenting challenges related to workload and feedback culture. The perceived outcomes extended beyond technical skills, encompassing creativity, critical thinking, communication, and cooperation. The findings highlight the value of IPO as an analytical lens and underscore the importance of process-oriented studio practices in cultivating higher-order competencies in design education. Future research could further investigate how studio pedagogy, collaborative practices, and studio environments influence various dimensions of learning outcomes, and how these outcomes may vary across different stages of learning.