The integration of digital technologies into fashion product development education.

The names that appear on the spreadsheet are not the real names of the participants; I used pseudonyms from the onset.The fourth industrial revolution has introduced significant technological disruptions to the apparel industry, challenging the dominance of traditional design and production methods. This study explores how digital technologies can be integrated into fashion product development education to better align with current industry practices. Historically, Universities of Technologies (UoTs) in South Africa have emphasised conventional approaches and physical artefacts in their fashion design programmes. However, the rapid adoption of digital tools in the apparel sector raises questions about the relevance of existing teaching methods. Guided by posthumanism and actor-network theories, this research employs a qualitative methodology to explore the relationship between design technologies and product development, as well as the impact of technological change on the teaching and learning. A systems-analytic approach and benchmarking at two UoTs provide insights into how curricula can evolve to bridge the digital-physical divide. The study acknowledges the enduring value of traditional methods as foundational to digital systems, while highlighting the need for innovative pedagogical frameworks that integrate both practices. Findings indicate opportunities to enhance student preparedness for the dynamic fashion industry by fostering adaptability, technological fluency, and critical engagement with merging tools. Ultimately, the research contributes to ongoing debates on transforming fashion education by proposing a conceptual framework to support curriculum development, policy and practice. It underscores the necessity for the co-existence of conventional production methods and digital technologies, ensuring that graduates are equipped to succeed in a rapidly evolving global apparel landscape.本电子表格中出现的姓名并非参与者的真实姓名，我自研究伊始便采用了化名。 第四次工业革命为服装行业带来了显著的技术变革，撼动了传统设计与生产模式的主导地位。本研究旨在探索如何将数字技术融入时尚产品开发教育，以更好地贴合当前行业的实操需求。 长期以来，南非的理工大学（Universities of Technologies, UoTs）在其时尚设计课程中始终侧重传统教学路径与实体创作成果。但当前服装行业对数字工具的快速普及应用，使得现有教学方法的适配性遭到质疑。 本研究以后人类主义（posthumanism）与行动者网络理论（actor-network theories）为理论指导，采用定性研究方法，探究设计技术与产品开发之间的关联，以及技术变革对教学活动的影响。研究通过对两所理工大学开展系统分析与基准测评，揭示了课程体系应如何迭代升级以弥合数字与实体创作之间的鸿沟。 本研究肯定了传统方法作为数字体系基础的持久价值，同时强调需构建融合两类实践的创新教学框架。研究结果显示，通过培养学生的适应能力、技术素养以及对新兴工具的批判性运用能力，可有效提升其对快速变化的时尚行业的适配性。 最终，本研究通过提出一套可支撑课程开发、政策制定与实践落地的概念框架，为当下时尚教育改革的持续讨论贡献了学术参考。该研究同时强调，传统生产模式与数字技术需协同共存，以此确保毕业生能够在快速变革的全球服装行业中立足发展。