A BL-PBL Modular Class Model for Fashion Design Studio: A Hybrid Online–Offline Project-Based Learning Approach
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The rapid convergence of digital technologies, sustainability imperatives, and artificial intelligence （AI） is fundamentally reshaping the competencies required of future fashion designers. In response, fashion education increasingly demands instructional models capable of fostering interdisciplinary design competencies that integrate technological literacy, ecological responsibility, and computational creativity. Traditional studio-based instruction alone is no longer sufficient to address these emerging needs. This study develops and empirically evaluates a BL–PBL （Blended Learning–Project Based Learning） modular instructional model implemented in a Fashion Design Studio course. The proposed model integrates three convergence oriented domains, ICT smart textile design, sustainable bio fashion design, and AI driven fashion design, within a single project centered studio framework. A quantitative research design, supplemented by qualitative learning evidence, was employed with 30 third-year undergraduate fashion design students participating in a 15-week course. The instructional model combined pre-class online learning for conceptual and technical preparation with synchronous studio-based project-based learning, supported by iterative feedback and structured reflection. Quantitative data were collected through a Likert-scale survey measuring learner engagement, convergence-based competencies, project-based learning experience, blended learning effectiveness, and overall course satisfaction, and were analyzed using descriptive statistics. The results indicate high levels of learner engagement, perceived convergence-based competency development, blended learning effectiveness, and overall course satisfaction. Students demonstrated enhanced abilities to integrate technological functionality, sustainability considerations, and AI-assisted ideation within a unified design workflow. These findings suggest that the BL–PBL modular instructional model provides an effective and coherent pedagogical framework for convergence-centered fashion design education.
Abstract
The rapid convergence of digital technologies, sustainability imperatives, and artificial intelligence （AI） is fundamentally reshaping the competencies required of future fashion designers. In response, fashion education increasingly demands instructional models capable of fostering interdisciplinary design competencies that integrate technological literacy, ecological responsibility, and computational creativity. Traditional studio-based instruction alone is no longer sufficient to address these emerging needs. This study develops and empirically evaluates a BL–PBL （Blended Learning–Project Based Learning） modular instructional model implemented in a Fashion Design Studio course. The proposed model integrates three convergence oriented domains, ICT smart textile design, sustainable bio fashion design, and AI driven fashion design, within a single project centered studio framework. A quantitative research design, supplemented by qualitative learning evidence, was employed with 30 third-year undergraduate fashion design students participating in a 15-week course. The instructional model combined pre-class online learning for conceptual and technical preparation with synchronous studio-based project-based learning, supported by iterative feedback and structured reflection. Quantitative data were collected through a Likert-scale survey measuring learner engagement, convergence-based competencies, project-based learning experience, blended learning effectiveness, and overall course satisfaction, and were analyzed using descriptive statistics. The results indicate high levels of learner engagement, perceived convergence-based competency development, blended learning effectiveness, and overall course satisfaction. Students demonstrated enhanced abilities to integrate technological functionality, sustainability considerations, and AI-assisted ideation within a unified design workflow. These findings suggest that the BL–PBL modular instructional model provides an effective and coherent pedagogical framework for convergence-centered fashion design education.