<![CDATA[The development of creativity in vocational education requires learning approaches that encourage students to actively explore ideas, create products, and develop practical competencies. However, conventional learning approaches may provide limited opportunities for students to engage in collaborative and contextual creative processes. This study aims to examine the effectiveness of social media-assisted Project-Based Learning in improving students’ creativity in the Clothing Accessories course at the Department of Tourism and Hospitality. This study employed a quantitative approach using a quasi-experimental one-group pretest-posttest design involving 34 undergraduate students. Data were collected through creativity assessments, observations, documentation, and questionnaires. Students participated in project-based activities involving the design and production of Toraja bridal accessories, supported by social media platforms for inspiration, documentation, and product publication. The results showed a significant improvement in students’ creativity scores after the implementation of social media-assisted Project-Based Learning. Improvements were identified across originality, flexibility, aesthetic quality, innovation, and functionality indicators. The findings indicate that integrating Project-Based Learning with social media can support creativity development, collaborative learning experiences, digital literacy, and portfolio-based learning in vocational education contexts. This study contributes to the understanding of how technology-supported project-based approaches can enhance creative competencies in vocational fashion learning.]]>
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