The Evolution of Undergraduate Fashion Design Education in China 1980-2023

Since its establishment in the early 1980s, undergraduate fashion design education in China has undergone rapid transformation over the past four decades. Initially rooted in textile design and craft-based practices, it has evolved into an interdisciplinary field. However, its historical development and pedagogical evolution remain under-documented and insufficiently examined in the existing literature. This study investigates the development of undergraduate fashion design education in China, focusing on the key factors shaping its pedagogical system. It examines how undergraduate fashion design programmes in China have been established and evolved, the main drivers of their transformation, and the current challenges and opportunities defining the field.
The research employs a multiple case study method to provide in-depth, context-specific insights into the evolution of educational practices. Six universities were purposively selected for their distinct historical, regional, and institutional profiles. Fieldwork at these institutions enabled a detailed examination of how fashion design programmes have evolved over time in response to broader contextual changes. Primary data were gathered through semi-structured interviews, field observations, and document analysis.
The study finds that the evolution of undergraduate fashion design education in China has been significantly shaped by the dynamic interplay of national policy, industrial transformation, and internationalisation. While national policy directives have provided the structural framework for the establishment and expansion of fashion design education, industry developments have served as a primary driver of curriculum and pedagogical reform. International collaboration has further fostered pedagogical innovation and enhanced educational quality. Although institutional responses vary according to local contexts, available industry resources, and historical legacies, a common trend is the shift from technically oriented training towards more holistic approaches that emphasise creativity, interdisciplinary collaboration, and industry engagement.
This research makes an original contribution by providing a comprehensive study of undergraduate fashion design education in China, offering an in-depth understanding of how universities adapt to national policies, global trends, and industry demands through curriculum and pedagogical reforms. By situating the Chinese experience within a global context, it also provides insights that may inform broader transformations in global fashion design education.