Introduction This article develops and expands on one area of a previously developed framework for sustainable praxis in fashion, namely the education sub-system, by exploring what constitutes holistic fashion design education. The expanded education sub-system of the framework attempts to disseminate how and when to teach the basic information needed to understand sustainable praxis for the fashion industry and what is needed to enable an ethos-based approach to sustainable praxis. The research undertaken starts with a review of scholarship on current debates in sustainable design education. Methodology The research method follows a qualitative analysis of three purposefully selected key texts to develop a lens through which to view holistic sustainable design education, which is then used to explore and develop the education sub-system of the framework. Results and discussion Three key areas for sustainable design education emerge from the analysis, namely how knowledge is viewed and the need to develop a broader understanding of what knowledge, learning, and unlearning mean. The second is the importance and role of ethics and care in sustainable praxis, and lastly, the need to develop leadership in sustainable design praxis. The expanded education sub-system of the framework consists of five key identified areas supported by cultural relevance and care.
Desiree Smal (Thu,) studied this question.