Adapting engineering education to challenges of sustainable development

Abstract

Textile and clothing industries generate a lot of waste at both production stages and in the process of wearing garments. Every inhabitant of developed countries annually wastes up to 30 kg of used but still suitable clothes, which decompose very slowly in natural conditions. The broadest possible implementation of textile waste processing technologies, such as downcycling and upcycling, is the key to ensuring the successful operation of the textile and clothing industries under conditions of sustainable development. The paper goal is to determine factors controlling students’ upcycling behaviour to strengthen the educational components and meet sustainable development challenges for the garment industry. Based on interpersonal and planned behaviour models, 93 students of 1-6 years majoring in clothing technology, design and sectoral professional education were surveyed to understand their upcycling behaviour. The surveyed students are divided into similar-sized groups of optimists (practice upcycling more than once every three months) and pessimists (less than once a year). Upcycling behaviour was shown to correlate with intentions, which are, in turn, affected by social factors, attitude, and perceived behaviour control. Perceived habits and facilitating conditions have a relatively small impact. There is almost no difference between students of different years of study and specialities. Students’ understanding of the benefits of upcycling is shallow and does not change with training years. Amid a highly-positive attitude towards upcycling, a low level of knowledge of the benefits and lack of progress with years indicate existing problems in developing upcycling behaviour in the learning process.