Abstract
This study examines the integration of design thinking into China’s fashion design education through a case analysis of Zhejiang Sci-Tech University’s (ZSTU) design thinking curriculum cluster. Against the backdrop of global demands for innovative design education, China’s fashion pedagogy has shifted from traditional skill-based training to fostering creative problem-solving and interdisciplinary cognition. By analyzing ZSTU’s curriculum development strategies—including modular course design, studio-based learning, and industry collaboration—this research reveals how design thinking principles are embedded across theoretical, practical, and reflective pedagogical frameworks. Qualitative data from course evaluations and student portfolios demonstrate enhanced creative confidence, iterative prototyping capabilities, and user-centric mindset development among learners. The findings highlight three evolutionary stages in design thinking integration: 1) localized adaptation of Western design thinking models, 2) hybridization with Chinese design philosophies to balance creative exploration with technical and industrial priorities, and 3) systemic curriculum restructuring. Challenges in balancing cultural specificity with global design discourse are critically addressed. This case study offers insights into the localisation of design thinking in fashion education, illustrating how cognitive strategies and interdisciplinary methodologies are integrated into China’s evolving design pedagogy.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Thinking, Fashion Design Education, Curriculum Development, Chinese Pedagogical Innovation
