Integration Sustainable Fashion Learning in Vocational Education: a Systematic Study Literature 2019–2025
DOI:
https://doi.org/10.12928/joves.v9i2.15198Keywords:
Competence sustainability, Vocational education, Learning sustainability, Sustainable fashionAbstract
This systematic literature review examined the integration of sustainable fashion education into vocational education between 2019 and 2025 using the PRISMA 2020 framework and Publish or Perish 8 to search Scopus, PubMed, and Google Scholar. From 665 identified publications, 88 studies met the inclusion criteria. The review found that sustainability is effectively integrated through Project-Based Learning, Challenge-Based Learning, Studio-Based Learning, digital learning, and artificial intelligence. Four core sustainability competencies emerged: cognitive, affective, behavioural, and transformative competence. Successful implementation depends on innovative pedagogies, institutional commitment, and strong industry collaboration. Although sustainable fashion education is expanding globally, major regional disparities persist in infrastructure, teacher capacity, and standardized competency assessment. The findings emphasize the importance of curriculum redesign, enhanced partnerships between vocational institutions and industry, and greater adoption of digital technologies to develop graduates with sustainability competencies, innovation skills, and the ability to drive change.
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