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Research Article
Reform of Graduation Project Teaching in Fashion and Apparel Design Major Under Emerging Industry Trends
Zhang Yingzhe*
Issue:
Volume 13, Issue 2, April 2025
Pages:
49-61
Received:
7 February 2025
Accepted:
10 March 2025
Published:
28 March 2025
Abstract: The evolving landscape of fashion education necessitates pedagogical frameworks that align with dynamic industry demands. Current talent cultivation models in Fashion and Apparel Design often exhibit disconnects between academic training and professional realities, particularly in addressing market segmentation, cultural sustainability, and technological advancements. Graduation design projects, as critical indicators of students' career readiness, increasingly require systematic reforms to bridge these gaps. This study aims to formulate curriculum development strategies by analyzing alumni career trajectories and graduation design trends, with the goal of enhancing the industry relevance and academic rigor of fashion education. Four strategic directions are identified: Industry-education integration through collaborative mentorship models, ensuring real-world problem-solving competencies; Experimental innovation curricula addressing emerging domains like virtual fashion design and digital prototyping; Cultural heritage preservation modules fostering localized design narratives within globalized markets; Adaptive training frameworks for independent designer brand development. The reform implements a segmented guidance system utilizing multidisciplinary faculty teams to monitor critical milestones across design ideation, technical execution, and market positioning phases. A dual-axis evaluation framework is established, combining standardized competency metrics, technical proficiency, market analysis with differentiated assessment criteria for innovation-driven projects. By synchronizing curriculum architecture with industry evolution patterns-particularly the growth of niche markets and demand for culturally contextualized design - this pedagogical model demonstrates enhanced capacity for student career preparedness. The study contributes actionable insights for aligning fashion education with contemporary industry paradigms while maintaining academic integrity, proposing scalable applications for global design education systems facing similar transitional challenges.
Abstract: The evolving landscape of fashion education necessitates pedagogical frameworks that align with dynamic industry demands. Current talent cultivation models in Fashion and Apparel Design often exhibit disconnects between academic training and professional realities, particularly in addressing market segmentation, cultural sustainability, and technol...
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Research Article
Access, Education, and Connectivity: Closing the Fourth Industrial Revolution Gap in Rural Regions
Courtney Davis*,
Joanie Krupa
Issue:
Volume 13, Issue 2, April 2025
Pages:
62-68
Received:
5 March 2025
Accepted:
14 March 2025
Published:
28 March 2025
Abstract: The Fourth Industrial Revolution has significantly reshaped global industries, yet rural communities continue to face critical gaps in access, education, and connectivity. This study explores the disparities in technology adoption, particularly in higher education, where artificial intelligence (AI) and emerging digital tools are transforming learning environments. Through an analysis of recent trends, challenges, and policy implications, this research highlights the barriers that rural populations encounter, including limited broadband access, slower AI adoption, and the need for targeted educational strategies. The findings emphasize the importance of inclusive technological integration and strategic policy reforms to bridge the digital divide. Empowering rural communities, and underserved populations with digital literacy may vastly improve education and employment opportunities for these individuals and families. This can, in turn, improve the economic output within each community, fill workforce gaps and provide an improved trajectory of prospects to society. By fostering equitable access to emerging technologies, institutions can better prepare students from rural backgrounds to participate fully in the evolving digital economy.
Abstract: The Fourth Industrial Revolution has significantly reshaped global industries, yet rural communities continue to face critical gaps in access, education, and connectivity. This study explores the disparities in technology adoption, particularly in higher education, where artificial intelligence (AI) and emerging digital tools are transforming learn...
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Research Article
ICT and Its Impact on the Scientific Literacy of Secondary School Students: A Comparative Study Between Singapore and the USA in PISA 2022
Yi Wu
Issue:
Volume 13, Issue 2, April 2025
Pages:
69-81
Received:
24 December 2024
Accepted:
7 April 2025
Published:
29 April 2025
Abstract: This study investigates the relationship between Information and Communication Technology (ICT) use and secondary students’ scientific literacy in Singapore and the United States, drawing on data from the 2022 Programme for International Student Assessment (PISA). By comparing two contrasting national contexts—Singapore’s centralized, academically aligned ICT strategies and the United States’ decentralized and heterogeneous implementation—this research explores how ICT usage, access, and instructional quality shape student outcomes in science education. Employing hierarchical cluster analysis and two-level Hierarchical Linear Modeling (HLM), the study addresses three core questions: (1) How do ICT usage patterns differ between students in Singapore and the U.S.? (2) What are the distinctive features of ICT engagement in each context? and (3) To what extent do ICT-related factors predict students’ scientific literacy? The analysis reveals that although U.S. students report higher frequency of ICT use, particularly for leisure or informal purposes, Singaporean students experience more structured, curriculum-integrated ICT environments—associated with greater digital self-efficacy and stronger academic outcomes in science. Crucially, the study identifies school climate and teacher capacity as key mediators of ICT’s educational impact. In Singapore, strong professional development, clearly defined pedagogical goals, and coordinated extracurricular programs amplify the benefits of digital tools. Conversely, in the U.S., fragmented ICT integration and limited teacher support undermine the potential of technology to enhance scientific understanding. The findings underscore the importance of intentional and pedagogically coherent ICT implementation. Rather than viewing technology as a neutral or inherently beneficial tool, this study argues that its effectiveness depends on system-level alignment with teaching practices, professional development, and equitable resource distribution. The results offer actionable implications for education policymakers and leaders: a structured, goal-driven approach to ICT—supported by trained educators and inclusive infrastructures—is critical to advancing scientific literacy in the digital age. Future research should extend this cross-national analysis to broader subject areas and more diverse educational systems to inform global strategies for equitable and effective technology integration.
Abstract: This study investigates the relationship between Information and Communication Technology (ICT) use and secondary students’ scientific literacy in Singapore and the United States, drawing on data from the 2022 Programme for International Student Assessment (PISA). By comparing two contrasting national contexts—Singapore’s centralized, academically ...
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