Embodied and interdisciplinary pedagogies for regenerative transitions in fashion design education

As regenerative design gains prominence, fashion education must reconsider whether sustainability-focused curricula suffice to support this epistemological shift. While sustainability content is increasingly embedded, empirical understanding of pedagogical pathways enabling regenerative reorientation remains limited. This paper examines how interdisciplinary encounter between fashion and spatial design reshapes fashion students' learning experiences, professional identity, and critical consciousness towards regenerative practice.
A four-day intensive workshop involving twenty-one students from fashion design, fashion marketing, interior architecture, and architecture employed embodied, collaborative making. Data from questionnaires, observations, and presentations were analysed using Fallouh's (2021) Interdisciplinary Design Process Framework, revealing four pedagogical stages.

Findings demonstrate that interdisciplinary encounter deepened rather than diluted fashion students' material intelligence, making tacit knowledge explicit whilst expanding capacities for systems thinking and collaboration. Importantly, regeneration was experienced not as technical specification but as relational, embodied, and ethical practice enacted through collaborative making.