EXPERIENCES AND EFFECTS OF FLIPPED LEARNING ON FASHION, TEXTILES AND CLOTHING EDUCATION: A SYSTEMATIC LITERATURE REVIEW

The overall aim of this study is to gain a better understanding of how Flipped Learning (FL) has been adopted so far in Textiles, Clothing and Fashion education (RQ1), to identify the most relevant benefits and issues of adopting a flipped approach in Textiles, Clothing and Fashion education (RQ2 and RQ3), and to analyse the most common drivers/barriers to the adoption of a flipped approach in Textiles, Clothing and Fashion education (RQ4). The results of the analysis show that, even though there is still a limited number of studies in which this method has been applied in subjects related to Textiles, Clothing and Fashion education, the types of subjects vary in a significant way, going from very basic and theoretical ones to others more specific and practical. The methodology has been applied at a university level in most of the studies examined (n=7). There is just one case in high school and post- college degree, and three cases in professional courses. Several benefits of the FL method were observed in the study analysed, both from students’ and teachers’ points of view. However, even in the light of its numerous potential benefits, the choice of adopting this method shouldn’t be done without serious reasoning. In fact, according to what emerged from this analysis, adopting FL is time-consuming and labour-intensive for teachers and a lack of students’ motivation and discipline, and a refusal to accept change (from both students and teachers) could prevent its success.