Integrating Green Fashion into Fashion Education: A Case Study onDeveloping a Learning Framework for Sustainability Values in Higher Education

Dian Retnasari (Universitas Negeri Yogyakarta, Indonesia)
Linda Nurwahyuni (Universitas Negeri Semarang, Indonesia)
Asri Andarini Nurlita (Universitas Negeri Yogyakarta, Indonesia)

Smart Society: Community Service and Empowerment Journal
Vol. 6 No. 3 (2026): Smart Society

The fashion industry is among the largest global sources of environmental damage, generating significant carbon emissions, intensive water consumption, and large volumes of non-biodegradable textile waste, and its environmental footprint continues to grow. One potential solution to mitigate this impact is the concept of green fashion in fashion education. However, the integration of green fashion into higher-education fashion programs has been insufficiently documented in terms of a strategic, comprehensive learning model. Previous studies over the past five years indicate a gap in the absence of an integrated framework that can be systematically implemented within the curriculum. Therefore, this study aims to develop an integrated green fashion learning framework for both theoretical and practical courses to strengthen students' sustainability values. This study employed a qualitative case study approach conducted in a fashion design education program at Universitas Negeri Yogyakarta, Indonesia. The participants were selected through purposive sampling and consisted of 1 program coordinator, 12 lecturers, and 25 students in the fashion design education program. Data were analyzed using thematic analysis (transcription, coding, categorization, and theme identification) to identify and synthesize relevant theoretical and practical aspects related to green fashion education. The findings led to the development of a Fashion Design Learning Framework integrated with green fashion principles. The framework includes a practical learning syntax that can be directly implemented in fashion education, covering both theoretical and practical learning activities. The framework is intended to help reduce the gap between sustainability concepts and educational practices while supporting the development of creative, competent, and environmentally responsible graduates. The implications of this study provide practical guidance for vocational education institutions and fashion educators on integrating sustainability values into the learning process. Furthermore, this research contributes to strengthening sustainability-oriented education in higher education, particularly in fashion.