‘It’s not just going online!”: Lessons learned from digitizing fashion education during the COVID-19 pandemic

Research output: Unpublished conference presentation (presented paper, abstract, poster)Conference presentation (not published in journal/proceeding/book)Teaching and learningpeer-review


This study examines the digital adaptation of fashion pedagogy during the COVID-19 pandemic and its implications to the future of fashion education in the post-pandemic world. During the pandemic, fashion institutes are compelled to conduct online classes and workshops to maintain authentic, high-quality teaching that maximizes students’ learning interests and experiences (de Oliveira and de Oliveira, 2020; Lee, 2021). Although new digital tools are introduced to facilitate and maximize learning when face-to-face classes and on-campus activities are suspended, it also poses new challenges and struggles for faculty members to adapt this new format of digital fashion pedagogies.
This interpretive study aims to examine the digital teaching experiences among a group of fashion academics in Hong Kong. We argue that the transition from conventional face-to-face to online teaching is not merely a technological adaptation in curriculum design, teaching, and communication (Alsuwaida, 2020). The digital transformation has led to a paradigmatic shift in fashion education, which enables changing roles and duties between teachers and students (Lam et al., 2020). If fashion education is at the epicenter of transforming the fashion industry (Bertola, 2018), it is important for fashion educators to rethink the stewardship of fashion institutes in generating, managing, and disseminating new fashion knowledge.
Original languageEnglish
Publication statusPublished - 26 May 2022


  • Online teaching and learning
  • Digital tools
  • fashion education
  • new normal
  • academia-industry collaboration


Dive into the research topics of '‘It’s not just going online!”: Lessons learned from digitizing fashion education during the COVID-19 pandemic'. Together they form a unique fingerprint.

Cite this