Over three years of research, reflection and co-design by a group of fashion tutors from across four universities in Europe, the FashionSEEDS team have published their work through a set of reports.

 

The Benchmarking Report maps existing good practice in fashion and sustainability across the European fashion education system. It also identifies gaps and possible points of intervention that can enable subsequent outputs to be of greatest benefit in realising change towards sustainability within HEIs.

 

The Framework Document proposes an outline for Design-led Sustainability Education that spans levels (BA to MA) encompassing a design-led sustainability approach (coming soon).

 

The Future Skills Foresight 2030 Report provides insights into the type of sustainability skills future graduates will require in order to

meet the changing needs of the fashion and textile industry. Following an analysed dialogue between academia, industry, design professionals

and relevant policymakers, this report seeks to offer tutors evidence-based knowledge upon which to develop teaching and learning for a new generation of design graduates — to equip them with the skills and competencies they need to contribute to the future sustainability of the fashion and textile industry.

The Guidelines for the Adoption of a Design-led Sustainability Education Framework offers a reflective project report, a summary of dissemination & implementation, and an exploration of continuation activities across the network. This narrative summarises the collective efforts of the project team to bring the project’s vision to fruition and presents the case for other fashion education practitioners, leaders and institutions to adopt a framework of Fashion Design for Sustainability. 

The Handbook of Sustainability Teaching Materials forms a vital part of the FashionSEEDS Learning Resource Repository, housed on this digital platform. It offers applications of the FashionSEEDS framework that is designed for tutors to be able to activate curriculum related to the needs of society, within an ecological context. This body of knowledge can support tutors in planning and executing courses on three transformative levels referring to the four pillars of sustainability through new types of pedagogics and staff development guides.