<![CDATA[The growing integration of social media into practice-based learning raises questions about how effectively different platforms support sustainability competencies in fashion education. However, empirical evidence on their distinct roles in ideation, procedural learning, and sustainability competencies remains limited. This study examines students’ experiences with Pinterest and YouTube in a sustainable fashion practicum. Using descriptive and case study methods, data were collected from 143 undergraduate fashion students across four universities through the User Experience Questionnaire, practicum observations, and semi-structured interviews with 12 participants. Quantitative data were analysed using descriptive statistics, while qualitative data were examined using an interactive analysis model. The findings showed excellent attractiveness, pragmatic quality ranging from bad to above average, low dependability, and hedonic quality ranging from above average to excellent, indicating inconsistencies in instructional reliability. Pinterest primarily supported ideation and conceptual exploration, whereas YouTube facilitated procedural learning and technical execution. Incomplete instructional content created gaps between conceptual ideas and practical implementation. Visual exploration, practical application, and critical evaluation of digital resources contributed to sustainability competencies. Effective implementation requires structured instructional scaffolding, curated content, and activities that strengthen critical digital literacy.]]>
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