Digital technology integration in fashion education: The role of geographic location

Abstract

As digital skills become increasingly important in the fashion industry, the integration of digital technologies into fashion education is becoming more important. However, there is still a digital divide, as higher education institutions (HEIs) in remote areas often lack the infrastructure, access and resources available in more affluent urban centres. This qualitative study explored how geographic location influences the integration of digital technologies into fashion design education by examining disparities in infrastructure, resources and teaching methods at two South African HEIs in contrasting environments. The aim was to explore how these differences impact the learning experiences, digital competencies and career preparation of fashion students, to ultimately gain a deeper understanding of the digital divide in fashion education. The study used qualitative methods to analyse the insights of industry practitioners, alumni, students and lecturers. The findings highlight the key challenges posed by unequal access to digital technologies, identifying practical, contextualised solutions.
Transdisciplinary contribution: The study draws on the disciplines of geography, fashion, education and technology to provide a focused understanding of how geographical inequalities impact the integration of digital technologies into fashion education in South African HEIs. It highlights how the limited infrastructure in remote areas hinders students’ acquisition of industry-relevant digital skills. After examining these challenges through a transdisciplinary lens that combines fashion education, digital technology and inequality, context-specific strategies to improve digital access and curriculum relevance are proposed. The findings call for regional efforts to promote equitable education and support digital inclusion in underserved higher education settings.