Competences, Capabilities, and Skills in Teaching and Learning Fashion Design for Sustainability

Today, education continues to be seen as a central part of the solutions for sustainability. There is a tendency in the educational literature to underline the importance of defining the proper competencies to design and teach successfully. These competencies provide a clear and collective agenda for creating different and identifiable profiles of the educational field, the schools, graduates, the professionals, and so forth. The following paper deals with a radical vision of education for sustainability, which informs the need for a concrete transformation of the educational processes and objectives that specifically outline the knowledge, competencies, and skills required for designers who intend to work at various levels in the field of sustainability. In order to define the relationship between learning goals/results and trace the evolution of the curriculum itself, the work systematizes the main taxonomies about processes and objectives related to the field of education (Bloom BS, Krathwohl DR in Taxonomy of educational objectives: The classification of educational goals. Cognitive domain. Longman, London, 2020), education for Sustainability (Wiek et al. in Sustainability Science 6:203–218, 2011), and the theories about the Education for Sustainable development pedagogical levels of transformation (Sterling in JLTHE 2011:17–33, 2010). The result of this process illustrates the definition of Competencies, Capabilities, and Acquired Skills in teaching and learning fashion design for sustainability through a holistic approach based on the sustainability pillars: Environment, Economy, Society, and Culture.