Technology and livelihood education in local fashion sectors: skills development, cultural preservation, and sustainable practices

Abstract

This study examined how Technology and Livelihood Education (TLE) contributes to skills development, cultural preservation, and sustainability among local fashion practitioners in the Philippine context. Despite the cultural and economic importance of community-based fashion production, many artisans operate within informal systems with limited access to formal education and institutional support. Using a convergent parallel mixed-methods design, data were collected from 25 purposively selected fashion practitioners through structured surveys and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis to identify patterns in learning pathways, sustainability practices, and cultural transmission. Within this participant group, LGBTQIA+ practitioners comprised the majority, with garment-making and formal wear identified as the most common areas of specialization. Only a small portion (20%) of participants received formal TLE training, while many relied on informal learning or self-directed skill acquisition. Four key themes emerged: diverse learning pathways in vocational and informal learning, eco-conscious practices in sustainable fashion production, gaps between formal vocational education and informal learning, and mentorship in preserving cultural heritage in fashion craft. These findings highlight the need for contextualized TLE and vocational education programs that integrate sustainability, entrepreneurship, and cultural heritage education. The study recommends strengthening contextualized learning materials, mentorship systems, and recognition of prior learning frameworks to support local fashion practitioners. By aligning vocational education with community realities and sustainability goals, TLE can play a significant role in promoting inclusive livelihood development and cultural continuity, with implications for vocational education and sustainable creative industries in similar contexts.

1 Introduction

In recent years, the fashion industry has witnessed a profound global shift toward sustainability, equity, and cultural authenticity (Duque et al., 2025). This transformation reflects broader movements in education and industry toward sustainable development and responsible production (Soini and Dessein, 2016; UNESCO, 2017). Yet, these developments often overlook the realities of small-scale, community-based fashion practitioners, particularly in the Global South, who operate within informal economies and are often disconnected from institutional support (Gwilt, 2020). In the Philippines, local fashion design is more than a livelihood—it is an embodiment of culture, memory, and identity. Local fashion practices also serve as spaces where traditional craftsmanship, cultural knowledge, and creative identities are sustained across generations within Filipino communities. Despite its significance, it remains marginalized in policy, underrepresented in formal education, and vulnerable to cultural erosion (Cacho et al., 2025; Maneclang, 2024). There is an urgent need to empower these artisans not only as economic agents but also as cultural stewards through transformative and inclusive educational frameworks. Such frameworks support the transmission of traditional knowledge and craft practices across generations (Billett, 2011; Kedia, 2025; Ramadani et al., 2026). Beyond economic production, these local fashion environments also function as informal educational spaces. Here, vocational skills, cultural meanings, and creative identities are developed and passed on through participation, mentorship, and shared practice.

Technology and Livelihood Education (TLE) plays a central role in the Philippine secondary curriculum under the K to 12 reform (Department of Education, 2019). However, beyond formal curriculum structures, many vocational and creative competencies within local fashion communities continue to be learned through informal and culturally embedded practices shaped by mentorship and shared community experience. It is designed to equip students with hands-on skills in agriculture, ICT, home economics, and industrial arts—yet the translation of this vision into community-responsive, culturally grounded, and environmentally conscious practice remains inconsistent (Asian Development Bank, 2021; Wheelahan, 2015). While TLE has the potential to bridge the gap between tradition and innovation, its current form often lacks alignment with local creative industries, particularly fashion, which is increasingly shaped by fast fashion, textile waste, and homogenized design trends (Buasen, 2024; McNeill and Moore, 2015). This misalignment poses a challenge to young designers and heritage practitioners who rely on informal learning pathways to preserve tradition and participate in the creative economy.

1.1 Theoretical and conceptual foundations

From a situated learning perspective, vocational knowledge is developed through authentic participation in socially embedded practices rather than through formal instruction alone. Situated Learning Theory and the Communities of Practice framework (Lave and Wenger, 1991) explain how learning occurs through apprenticeship, mentorship, observation, and experiential participation within communities where knowledge is collectively negotiated and transferred (Billett, 2011; Engelman et al., 2017). Within local fashion environments, artisans develop competencies through collaborative production, sustained practice, and intergenerational engagement, positioning vocational learning as a socially mediated process shaped by participation and shared experience.

The study is also conceptually informed by perspectives on cultural sustainability, which emphasize the continuity of cultural practices, local knowledge, and creative traditions within communities (Soini and Dessein, 2016). In this context, local fashion practice is viewed not only as vocational activity but also as a culturally situated process through which identities and heritage practices are sustained over time. The study further acknowledges the Funds of Knowledge perspective (Moll et al., 1992), which recognizes community-embedded skills and experiences as legitimate resources for learning and vocational development (Ma, 2023; Purnama and Artika, 2026).

Guided by these perspectives, the study examined how practitioners navigate skill development, eco-conscious practices, and mentorship within informal fashion learning environments. The theoretical and conceptual frameworks also informed the interpretation of qualitative findings related to tacit craft knowledge transmission and informal learning pathways among local fashion practitioners. In addition, the study was situated within broader discussions on community-based craft learning systems and artisan economies in Global South contexts, including India, Indonesia, Nepal, African craft communities, and Pacific communities, to strengthen the international relevance of the investigation and situate Philippine fashion practices within wider discussions on cultural sustainability and heritage-based creative industries (Niinimäki, 2018; UNESCO-APCEIU, 2023).

1.2 Research objectives

• To examine the demographic and skill profiles of local fashion practitioners through descriptive analysis.

• To identify key themes related to learning experiences, sustainability practices, and cultural transmission within community-based vocational learning environments using qualitative thematic analysis.

• To develop a framework for context-specific interventions based on the integration of quantitative and qualitative findings to strengthen the role of TLE in empowering local fashion sectors.

2 Methods

2.1 Research design

This study employed a convergent parallel mixed-methods design to examine the role of TLE in local fashion practice through the integration of quantitative and qualitative approaches. The design also enabled the exploration of participant characteristics, learning experiences, and knowledge-sharing practices within informal fashion environments. The quantitative strand addressed demographic and skill profiles through descriptive analysis, while the qualitative strand examined sustainability practices and cultural transmission through thematic analysis. Quantitative and qualitative data were collected concurrently, analyzed independently, and integrated during interpretation to develop the proposed framework for context-specific interventions based on quantitative descriptive trends and qualitative thematic findings. The study was qualitatively driven in orientation, wherein qualitative findings provided deeper interpretive explanations of participants’ lived experiences, while quantitative results offered descriptive support for participant characteristics and learning environments (Creswell and Plano Clark, 2018; Stroud et al., 2020).

2.2 Participants and sampling

Using purposive sampling, 25 local fashion practitioners were selected based on their involvement in garment making, embroidery, or upcycled fashion, as well as their experience with formal or informal TLE. Participants were adults from urban and peri-urban communities who were actively engaged in local fashion production and community-based vocational practices. Inclusion criteria involved active participation in fashion-related work and prior experience with vocational skill development, while individuals without sustained involvement in local fashion practice were excluded from the study. Fashion practitioners ranged from early adulthood to senior adulthood and had between one and twenty-five years of professional experience within local fashion communities. They also represented diverse training backgrounds and skill specializations. All of them completed both the survey and semi-structured interview components of the study.

The sample size is consistent with community-based mixed-methods studies in which descriptive quantitative findings are complemented by in-depth qualitative insights. Quantitative results were interpreted descriptively and were not intended to support inferential statistics claims or population-level generalizations (Plano Clark and Ivankova, 2022). Consistent with the exploratory nature of the inquiry, the study sought to generate context-rich insights into vocational learning experiences, sustainability practices, and intergenerational knowledge transmission within diverse local fashion communities (Madrideo, 2023).

2.3 Data collection instruments

A structured survey consisting of 16 close-ended and multiple-response items gathered demographic data, training backgrounds, and skill application profiles. The items focused on participants’ vocational experiences, sustainability practices, and learning pathways. The survey utilized categorical response options, checklist-type items, and ordinal response scales to support descriptive quantitative analysis. A semi-structured interview guide consisting of 17 open-ended prompts explored themes of mentorship, sustainability perspectives, cultural preservation, and community-based learning experiences through open-ended interview prompts designed to elicit detailed participant narratives and reflections. The evaluated instruments were researcher-developed and designed based on the objectives of the study and relevant literature on vocational learning, sustainability, and informal education. All instruments underwent pilot testing and expert review to assess clarity, content relevance, and contextual appropriateness (Rohatinsky et al., 2018; Wuebold et al., 2022). The quantitative instrument contextualized participant backgrounds and vocational profiles, while qualitative interviews provided deeper accounts of participants’ experiences, practices, and perspectives. Minor revisions in wording and sequencing were implemented following pilot testing to improve clarity and contextual appropriateness.

2.4 Data collection procedure

Surveys and interviews were conducted from January to June 2025 through in-person and online modalities, including ocular visits, observation sessions, survey administration, and semi-structured interviews. Interviews were transcribed and anonymized to ensure confidentiality. Data collection procedures for both strands were conducted concurrently to allow integration during interpretation. Participation in the study was voluntary and involved adult participants only. Informed consent was secured prior to data collection. Participants were informed of their right to withdraw from the study at any stage without consequence.

2.5 Data analysis

Quantitative data were analyzed using descriptive statistics via Microsoft Excel. Descriptive statistics were deemed appropriate due to the study's small purposive sample size and exploratory mixed-methods orientation. The quantitative findings were intended to provide descriptive participant profiles and contextual patterns rather than support inferential statistical claims.

Qualitative data were analyzed thematically using Braun and Clarke (2021) framework. An inductive coding approach was employed to allow themes to emerge directly from participants’ narratives rather than from predetermined categories. Interview transcripts were repeatedly reviewed to identify recurring patterns, meaning units, and participant experiences related to vocational learning, sustainability practices, mentorship, and cultural transmission. Initial codes were generated from significant statements and grouped into broader conceptual categories based on similarity and relevance. These categories were then refined, reviewed, and compared iteratively across participant responses to generate four emergent themes that reflected shared patterns and meanings within the data.

Credibility and trustworthiness were strengthened through triangulation, systematic coding procedures, repeated transcript review, and member checking. Triangulation involved comparing descriptive participant patterns with qualitative narratives and thematic findings to identify convergent and complementary insights across data sources (Creswell and Creswell, 2023; Moon, 2019). Member checking involved sharing summarized interpretations with selected participants to verify the accuracy of thematic interpretations and participant perspectives.

Integration of quantitative and qualitative findings occurred during the interpretation stage of the convergent parallel mixed-methods design. Quantitative participant trends were compared with qualitative narratives and thematic findings to identify convergent and complementary insights across data sources. Convergence occurred when descriptive participant patterns aligned with thematic experiences, while complementary insights emerged when qualitative findings provided deeper explanations of participant characteristics, vocational practices, and community-based learning experiences. The integration of findings informed the interpretation of results and the development of the proposed intervention framework.

3 Results

The results are presented in two parts. First, descriptive quantitative findings summarize the demographic characteristics, training backgrounds, and skill specializations of the participants. This is followed by qualitative thematic analysis of interview data to provide deeper insights into learning pathways, sustainability practices, and cultural knowledge transmission among community-based artisans.

3.1 Quantitative findings: participant profile

In relation to the first research objective, the quantitative findings reveal important patterns in the demographic characteristics, training backgrounds, and skill specializations of local garment practitioners.

3.1.1 Gender profile

Table 1 presents the gender distribution of the participants involved in the study.

The results show that the majority of participants identified as LGBTQIA+, while male participants comprised the smallest proportion of the sample. Although the findings are context-specific and not intended for broad generalization, they suggest that local fashion-related creative work may provide inclusive spaces for artistic expression, identity formation, and livelihood participation among diverse individuals within the participant context of the study.

3.1.2 Training background

Table 2 presents the distribution of participants according to their training background in fashion-related skills.

Only 20% of participants reported receiving formal Technology and Livelihood Education (TLE) training. In contrast, 48% acquired their skills through informal learning such as mentorship, apprenticeship, or community-based instruction, while 32% identified themselves as self-taught practitioners. The findings indicate that many participants relied on informal and experiential learning pathways in developing fashion-related skills. Many participants reported relying on mentorship and hands-on learning experiences in the absence of formal vocational training. Similar patterns have been observed in vocational learning contexts where apprenticeship and experiential learning remain central to skill development (Robianti et al., 2026).

3.1.3 Skill specialization

Table 3 presents the different areas of skill specialization among the local fashion practitioners included in the study.

Garment-making and formal wear production emerged as the most dominant skills among participants, both ranking first with a frequency of 25. This indicates that most practitioners focus on producing everyday garments as well as occasion-based clothing, reflecting the strong demand for these services in local fashion markets. Embroidery ranked second (n = 20), highlighting the continued importance of decorative craftsmanship in garment production. Upcycled fashion ranked third (n = 12), indicating a growing engagement with sustainability-oriented practices that transform textile remnants into new fashion items. Participants described engaging in upcycling practices that involved transforming textile remnants into new fashion items, particularly efforts to minimize waste and promote responsible resource use. In contrast, indigenous wear ranked lowest (n = 3), suggesting that only a small number of practitioners specialize in traditional garments. The low frequency of practitioners specializing in indigenous wear indicates limited representation of traditional garment production within the participant group. It highlights the importance of educational and mentorship initiatives to support the preservation of traditional fashion knowledge within local communities.

3.2 Qualitative findings: emergent themes of learning experiences, sustainability practices, and cultural transmission

These qualitative findings complement the quantitative participant trends by explaining how local fashion practitioners acquire skills, adopt sustainability practices, and transmit cultural knowledge within community-based fashion production settings. Convergence across data sources was observed in participants’ learning pathways, sustainability practices, mentorship experiences, and patterns of cultural transmission.

3.2.1 Theme 1. diverse learning pathways in vocational and informal learning

Most participants (n = 17) reported acquiring skills through a combination of formal instruction, informal mentorship, and digital learning resources. This pattern aligns with hybrid models in vocational education, where learners draw from multiple knowledge sources to develop practical competencies (Budhrani and Espiritu, 2013). Fashion-related skills were developed through a combination of traditional mentorship, digital resources, and personal experimentation. The data reveal that artisans do not rely on a single mode of learning but instead combine traditional mentorship with digital resources and personal experimentation to strengthen their skills. One participant explained how multiple learning sources shaped their skills:

“I learned sewing first from my grandmother, but I also watch tutorials online to learn new techniques and styles.” (Participant 4, garment maker)

Participant responses complemented the descriptive trends by illustrating how formal instruction, mentorship, and digital learning interact within local fashion skill development.

3.2.2 Theme 2. eco-conscious practices and sustainable fashion production

Analysis of interview responses revealed that several participants (n = 14) described adopting eco-conscious practices such as upcycling and zero-waste design as strategies for minimizing textile waste and promoting environmentally responsible production. These practices reflect broader global sustainability movements within the fashion industry, particularly the principles of circular fashion and responsible resource use (Niinimäki et al., 2020). Participants commonly viewed fabric reuse and waste reduction as practical strategies that also help lessen production costs within small-scale fashion enterprises. As one practitioner noted:

“Instead of throwing away fabric scraps, we turn them into accessories or patchwork designs so nothing is wasted.” (Participant 11, fashion artisan)

Participants described these practices as strategies for reducing textile waste and improving resource use within small-scale fashion production and local creative industries.

3.2.3 Theme 3. gaps between formal vocational education and informal learning

Many participants (n = 16) highlighted significant gaps between formal education systems and the realities of informal skill development in local fashion communities. These practitioners often possess extensive practical knowledge but lack formal credentials, limiting their access to training programs, financial support, and broader market opportunities. This situation underscores the need for policy mechanisms such as Recognition of Prior Learning (RPL), which acknowledge competencies gained outside formal educational institutions (Baral, 2025; Roy and El Marsafawy, 2021). These findings aligned with the quantitative participant patterns showing limited formal training among practitioners despite extensive practical expertise developed through community-based learning. One participant described this challenge:

“Even if we already have skills, it is difficult to access government support because we do not have formal certificates.” (Participant 8, dressmaker)

Addressing these gaps through inclusive training systems and credential recognition could strengthen the participation of local artisans in formal creative economies while validating the expertise developed through community-based learning.

3.2.4 Theme 4. mentorship and cultural heritage preservation in fashion craft

Mentorship was emphasized by thirteen participants (n = 13) as a critical mechanism for sustaining traditional craft knowledge and preserving cultural practices in fashion design. Participants emphasized the importance of intergenerational knowledge transfer, where experienced artisans guide younger practitioners in mastering techniques that are rarely documented in formal training materials. The findings further illustrate that mentorship remains an important means of preserving specialized techniques and sustaining cultural knowledge within local fashion communities. As one artisan explained:

“The older tailors in our community teach us techniques that are not written in books, so we try to pass them on to younger learners.” (Participant 15, tailoring mentor)

This finding supports previous research highlighting the role of cultural transmission in preserving craft knowledge across generations (Gandon et al., 2020). Integrating mentorship into TLE programs could therefore serve as a practical strategy for safeguarding traditional design practices while supporting the professional development of emerging artisans.

Together, the quantitative and qualitative findings converged to provide a more comprehensive understanding of how TLE influences skill development, sustainability practices, mentorship, and cultural knowledge transmission among local fashion practitioners.

3.3 Context-specific interventions for strengthening TLE in local fashion sectors

Building on the empirical findings presented in Sections 3.1, 3.2, several context-specific interventions (Figure 1) can be proposed to strengthen the role of Technology and Livelihood Education in supporting local fashion practitioners. The conceptual framework illustrates how the study findings inform practical interventions for strengthening vocational education within community-based fashion sectors.

Figure 1

First, the development of contextualized learning materials that integrate sustainability practices, indigenous design aesthetics, and entrepreneurship could better align TLE instruction with the realities of community-based fashion production. Such materials would enable learners to connect vocational skills with environmental responsibility and cultural heritage preservation. Experiential and project-based instructional approaches supported by structured teaching materials have been shown to enhance student engagement, motivation, and deeper conceptual understanding, demonstrating the value of contextualized pedagogical frameworks in applied learning environments (Salibay, 2026). The need for contextualized instruction also reflects the observed disconnect between institutional TLE programs and the practice-oriented learning environments of grassroots fashion sectors. Similar concerns have been raised in vocational education and TVET research, where standardized curricula often inadequately represent localized craft practices, community knowledge systems, and informal production realities. Within community-based fashion sectors, vocational competencies are frequently developed through participation in authentic production activities rather than through classroom-based technical instruction alone. Integrating localized cultural knowledge, sustainability practices, and entrepreneurial realities into TLE materials may therefore help reduce the gap between formal vocational education and lived community practice.

Second, structured mentorship programs linking students and emerging designers with experienced local artisans could support the intergenerational transmission of traditional craft knowledge while strengthening practical skill development. Mentorship-based learning models would allow learners to engage directly with community practitioners and gain authentic insights into local fashion production systems (Liu and Li, 2025). The findings inform that mentorship functions not only as a mechanism for technical skill transfer but also as an important process for preserving cultural meanings, design traditions, and community identity. Related patterns have been documented in studies of community-based learning and artisanal production, where tacit craft knowledge is transmitted through observation, guided participation, and sustained social interaction rather than through formalized instruction alone. In local fashion production, mentorship may therefore help sustain indigenous aesthetics and community-based creative traditions that risk declining under the influence of commercialized and fast-fashion systems.

Third, the establishment of RPL mechanisms could formally acknowledge competencies acquired through informal learning pathways such as apprenticeship, community mentorship, and self-directed practice. Recognizing these competencies would enable skilled practitioners to obtain formal certification, thereby expanding their access to training opportunities, financial support, and participation in the formal creative economy (International Labour Organization, 2025; Jacot Des Combes et al., 2019). The strong reliance on informal learning observed in this study further highlights how vocational expertise in small-scale creative industries often develops outside institutional education systems. Similar trends have been reported in studies of informal learning and community-based TVET in the Global South, where economic limitations, accessibility barriers, and the highly experiential nature of craft production encourage dependence on apprenticeship and self-directed learning. Sustainability-oriented practices identified in the study, including upcycling and resource-conscious production, may likewise emerge from both environmental awareness and practical material constraints within small-scale production settings. These practices demonstrate how local artisans adapt creatively to limited resources while simultaneously participating in broader sustainability movements within contemporary fashion industries. RPL mechanisms may therefore serve as an important assessment intervention for bridging informal expertise with formal credentialing systems while validating the legitimacy of community-acquired vocational competencies.

These interventions highlight how contextualized vocational education can support both livelihood development and cultural heritage preservation while strengthening the role of Technology and Livelihood Education in community-based fashion sectors. More importantly, the findings suggest that strengthening TLE within local fashion industries requires moving beyond purely institutional models of vocational instruction toward approaches that recognize informal learning systems, community-based mentorship, and culturally situated production practices. Aligning vocational education with grassroots creative realities may contribute not only to workforce preparation but also to the long-term sustainability of local cultural industries and inclusive creative economies.

4 Discussion

This study examined how Technology and Livelihood Education (TLE) contributes to skills development, cultural preservation, and sustainability among fashion artisans in the Philippines. The integration of quantitative and qualitative findings provides a clearer understanding of how vocational learning occurs within local fashion production. The demographic profile of participants highlights the strong representation of LGBTQIA+ individuals, reflecting the inclusive and creative nature of fashion-related industries. Similar observations have been noted in studies describing fashion spaces as environments that support creativity, identity expression, and diverse participation. However, within the participant context of this study, fashion production was also closely associated with cultural participation and community-based livelihood development. In this context, fashion production functions not only as a source of livelihood but also as a meaningful space for creative expression and community participation.

Important patterns also emerged in the training pathways of participants. The limited number of participants specializing in indigenous wear suggests the decreasing presence of traditional fashion forms within contemporary local production. This pattern may reflect the growing dominance of commercialized fashion trends over locally rooted design traditions. It highlights the need for stronger heritage-oriented vocational initiatives within TLE and community-based training programs. Greater institutional support for indigenous fashion instruction and community-based textile initiatives may also help strengthen the continuity of traditional design practices. Only a small proportion of participants reported receiving formal TLE training, while the majority acquired their skills through informal learning, mentorship, and self-directed practice. Limited access to formal vocational education, together with the highly experiential and community-based nature of fashion work, may encourage artisans to rely more heavily on apprenticeship and informal learning pathways. A clear disconnect therefore remains between formal vocational education systems and the lived realities of grassroots fashion designers. Situated Learning Theory and Communities of Practice helped explain how vocational competencies are strengthened through participation, mentorship, and sustained engagement in authentic practice settings. However, unlike studies focused primarily on institutional TVET systems, the present findings emphasize how informal learning networks continue to sustain skill development within small-scale creative industries. Formal TLE programs may therefore benefit from recognizing and integrating informal learning systems that continue to sustain local creative economies (Chavarria and Villari, 2025). Comparable patterns are also evident in Philippine artisanal traditions such as Asin Tibuok production, where mentorship and intergenerational participation function not only as mechanisms of technical instruction but also as processes for preserving cultural knowledge and traditional craft practices within local communities (Salibay and delos Santos, 2020).

Qualitative findings further illustrate how artisans develop their craft through hybrid learning processes that combine mentorship, personal experimentation, and digital resources. The combination of mentorship and online learning reflects the evolving nature of vocational learning in contemporary creative industries, where artisans adapt to changing technological and market demands while sustaining established craft practices. Participants also described increasing use of eco-conscious practices such as upcycling and zero-waste design, reflecting broader global shifts toward sustainable fashion and responsible resource use (Kurniawan et al., 2026; Nikhar and Singh, 2025). In many cases, these practices appear to emerge not only from environmental awareness but also from economic practicality and material constraints within small-scale production environments. Structural barriers nevertheless remain, particularly the lack of formal certification that limits access to funding opportunities, training programs, and wider markets. Despite extensive practical expertise, many artisans continue to experience limited institutional recognition. RPL mechanisms therefore appear essential for bridging the gap between informal expertise and formal credentialing systems.

Within the participant context of this exploratory study, the findings suggest that contextualized TLE practices may support inclusive livelihood development, sustainability-oriented learning, and cultural heritage preservation among community-based fashion practitioners. Vocational education may become more meaningful when it reflects the lived experiences and local knowledge systems of artisans. Contextualized vocational education that recognizes informal learning pathways, integrates sustainability practices, and strengthens mentorship-based knowledge transmission may also help sustain local creative sectors. Although similar recommendations have been raised in vocational education research, the present study further emphasizes the importance of aligning TLE with the realities of grassroots creative industries and community-based production environments. More practice-oriented vocational curricula may also help bridge formal education with industry realities and community needs. By aligning TLE programs with the lived experiences of local artisans, educational institutions may better support community-based creative industries while contributing to cultural continuity and sustainable economic development. Future research should expand the geographic scope of investigation and include participants from rural and traditional craft communities to further explore diverse learning pathways and preservation strategies in local fashion production.

5 Conclusion

When contextualized to local realities, TLE may serve as an important educational support mechanism in Philippine fashion communities. It may help connect skill development, cultural identity, and sustainability. Implications for the ongoing implementation of the Philippine K–12 curriculum also become evident within the participant context of this study. Greater integration of community-based skills, sustainability practices, and indigenous wear traditions into TLE programs may better support local creative industries while strengthening the continuity of traditional fashion knowledge. Yet, without equitable access, formal recognition of skills, and heritage-based instruction, its full impact remains unrealized. Greater attention to the lived experiences of artisans, together with the integration of global citizenship and environmental values, may strengthen the responsiveness of TLE frameworks to local creative sectors.

The role of community-rooted vocational education in supporting local creative industries and environmentally responsible livelihoods also contributes to broader discussions on culturally responsive education and inclusive development in the Global South. Although the investigation focused on fashion practitioners in the Philippines, the results should be interpreted as preliminary and context-specific but may still offer relevant insights for vocational education systems seeking to integrate sustainability, informal learning pathways, and cultural heritage preservation into creative industries. Within the scope of the study, integrating sustainability and community-based learning into TLE appears to support more inclusive approaches to vocational and creative industry development.

References

• 1

  Asian Development Bank (2021). Technical and Vocational Education and Training in the Philippines in the age of Industry 4.0. Manila: Asian Development Bank. Available online at:https://www.adb.org/sites/default/files/publication/679041/tvet-philippines-age-industry.pdf (Accessed March 1, 2026).

  • Google Scholar
  • View reference in article

• 2

  BaralD. P. (2025). Exploring informal social institutions supporting informal skills learning. Dhaulagiri J. Sociol. Anthropol.19 (1), 42–52. 10.3126/dsaj.v19i1.80732

  • CrossRef
  • Google Scholar
  • View reference in article

• 3

  BillettS. (2011). Vocational Education: Purposes, Traditions and Prospects. Dordrecht: Springer. 10.1007/978-94-007-1954-5

  • CrossRef
  • Google Scholar
  • View reference in article

• 4

  BraunV.ClarkeV. (2021). Thematic Analysis: A Practical Guide. London: SAGE Publications.

  • Google Scholar
  • View reference in article

• 5

  Buasen,B. A. (2024). The Pivotal Role of Technology and Livelihood Education Programs in Shaping Tomorrow’s Workforce. Baguio City: Amianan Balita Ngayon. Available online at:https://amiananbalitangayon.com (Accessed March 1, 2026).

  • Google Scholar
  • View reference in article

• 6

  BudhraniK. S.EspirituJ. L. D. (2013). Online vocational education: a Philippine experience. AsiaCALL Online J.7 (1). Special Issue (AsiaCALL2012 Proceedings).

  • Google Scholar
  • View reference in article

• 7

  CachoR.Bua-ayB.CortezL. A.OsenaC.SamsonM. G.DungcaL. R.et al (2025). Weaving cultural and generational threads in rural Philippines: the livelihood, identity, and roles of elderly women artisans in Lalaguna. Otoritas15 (2), 10.26618/ojip.v15i2.18192

  • CrossRef
  • Google Scholar
  • View reference in article

• 8

  ChavarriaD.VillariB. (2025). “Designing with, not for: reimagining participatory design with rural, Indigenous artisans,” in ServDes 2025: Empowering Diversity, Nurturing Lasting Impact, eds. MahamuniR.OnkarP. (Linköping: Linköping University Electronic Press). 10.21606/servdes2025.63

  • CrossRef
  • Google Scholar
  • View reference in article

• 9

  CreswellJ. W.CreswellJ. D. (2023). Research Design: Qualitative, Quantitative, and Mixed-methods approaches. 6th ed. Thousand Oaks, CA: SAGE Publications.

  • Google Scholar
  • View reference in article

• 10

  CreswellJ. W.Plano ClarkV. L. (2018). Designing and Conducting Mixed Methods Research. 3rd ed. Thousand Oaks, CA: SAGE.

  • Google Scholar
  • View reference in article

• 11

  Department of Education (2019). DepEd Order No. 21, s. 2019: Policy Guidelines on the K to 12 Basic Education Program. Pasig City: Department of EducationAvailable online at:https://www.deped.gov.ph/wpcontent/uploads/2019/08/DO_s2019_021.pdf (Accessed March 1, 2026).

  • Google Scholar
  • View reference in article

• 12

  DuqueP.Caulin-AtienzarJ.Patiño-OspinaM. (2025). The sustainability of the fashion industry: a bibliometric analysis. Apuntes del Cenes44 (80), 153–187. 10.19053/uptc.01203053.v44.n80.2025.19159

  • CrossRef
  • Google Scholar
  • View reference in article

• 13

  EngelmanR.SchreiberD.BohnenbergerM. C.BessiV. G. (2017). Communities of practice: a study in a research group. Context. Contemp. J. Econ. Manag.15 (2), 34–58. 10.19094/contextus.v15i2.908

  • CrossRef
  • Google Scholar
  • View reference in article

• 14

  GandonE.NonakaT.SonabendR.EndlerJ. (2020). Assessing the influence of culture on craft skills: a quantitative study with expert Nepalese potters. PLoS One15 (10), e0239139. 10.1371/journal.pone.0239139

  • Pubmed Abstract
  • CrossRef
  • Google Scholar
  • View reference in article

• 15

  GwiltA. (2020). A Practical Guide to Sustainable Fashion. 2nd ed. London: Bloomsbury Visual Arts.

  • Google Scholar
  • View reference in article

• 16

  International Labour Organization (2025). Recognition of Prior Learning (RPL): Guidelines on Costing and Financing. 1st ed. Geneva: International Labour Organization. 10.54394/IOQB7940

  • CrossRef
  • Google Scholar
  • View reference in article

• 17

  Jacot Des CombesH.SigaA.BuliruaruaL. A.RabuatokaT.KuaN.HaveaP. H. (2019). “Recognition of prior learning (RPL) in resilience (climate change adaptation and disaster risk reduction) in the Pacific: opportunities and challenges in climate change education,” in Climate Change and the Role of Education, eds. Filho WLealHemstockS (Cham: Springer), 279–293.

  • Google Scholar
  • View reference in article

• 18

  KediaN. (2025). Reviving the craft economy: case studies on building resilience for Indian artisans. Int. J. Soc. Sci. Econ. Res.10 (10), 5090–5095. 10.46609/IJSSER.2025.v10i10.033

  • CrossRef
  • Google Scholar
  • View reference in article

• 19

  KurniawanB. K.HapizH. Y.AbdullahM. E. Z. (2026). Transformation of carving learning: a study on the utilization of digital media as a source of adaptive learning for the young generation of carvers in Jepara. Int. J. Modern Educ. (IJMOE)8 (29), 184–201. 10.35631/IJMOE.829012

  • CrossRef
  • Google Scholar
  • View reference in article

• 20

  LaveJ.WengerE. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. 10.1017/CBO9780511815355

  • CrossRef
  • Google Scholar
  • View reference in article

• 21

  LiuA.LiX. (2025). Sustainable fashion and traditional craft: the role of experiential learning in shaping designers and promoting cultural sustainability in Central Asia. J. Commun. Appl. Soc. Psychol.35 (6), e70200. 10.1002/casp.70200

  • CrossRef
  • Google Scholar
  • View reference in article

• 22

  MaJ. J. (2023). Traditional fashion practice and cultural sustainability: a case study of nubi in Korea. Fashion Pract.15 (1), 64–90. 10.1080/17569370.2021.1993594

  • CrossRef
  • Google Scholar
  • View reference in article

• 23

  MadrideoJ. V. (2023). Dressmaking module as supplementary instructional material for K to 12 technology and livelihood education: an assessment. Int. J. Sci. Manag. Res.6 (5), 259–279. 10.37502/IJSMR.2023.6513

  • CrossRef
  • Google Scholar
  • View reference in article

• 24

  ManeclangF. (2024). Decolonizing Fashion and Textiles: Promoting Cultural Sustainability in the Philippines. San Francisco, CA: Medium. Available online at:https://medium.com/@jaye.maneclang/decolonizing-fashion-and-textiles-promoting-cultural-sustainability-in-the-philippines (Accessed March 1, 2026).

  • Google Scholar
  • View reference in article

• 25

  McNeillL.MooreR. (2015). Sustainable fashion consumption and the fast fashion conundrum. Int. J. Consum. Stud.39 (3), 212–222. 10.1111/ijcs.12169

  • CrossRef
  • Google Scholar
  • View reference in article

• 26

  MollL. C.AmantiC.NeffD.GonzálezN. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory. Pract.31 (2), 132–141. 10.1080/00405849209543534

  • CrossRef
  • Google Scholar
  • View reference in article

• 27

  MoonM. D. (2019). Triangulation: a method to increase validity, reliability, and legitimation in clinical research. J. Emerg. Nurs.45 (1), 103–105. 10.1016/j.jen.2018.11.004

  • Pubmed Abstract
  • CrossRef
  • Google Scholar
  • View reference in article

• 28

  NiinimäkiK. (2018). “Sustainable fashion in a circular economy,” in Sustainable Fashion in a Circular Economy, ed. NiinimäkiK. (Helsinki: Aalto ARTS Books), 12–41. Available online at:https://aaltodoc.aalto.fi/handle/123456789/36608 (Accessed March 1, 2026).

  • Google Scholar
  • View reference in article

• 29

  NiinimäkiK.PetersG. M.DahlboH.PerryP.RissanenT.GwiltA. (2020). The environmental price of fast fashion. Nat. Rev. Earth Environ.1 (4), 189–200. 10.1038/s43017-020-0039-9

  • CrossRef
  • Google Scholar
  • View reference in article

• 30

  NikharR.SinghL. S. P. (2025). Review paper on understanding eco-conscious fashion: trends, consumer awareness, and environmental outcomes since 2025. J. Inform. Educ. Res. 5 (2). 10.52783/jier.v5i2.2952

  • CrossRef
  • Google Scholar

• 31

  Plano ClarkV. L.IvankovaN. V. (2022). Mixed Methods Research: A Guide to the Field. 2nd ed. Thousand Oaks, CA: SAGE Publications.

  • Google Scholar
  • View reference in article

• 32

  PurnamaY.ArtikaI. W. (2026). Intergenerational transmission of cultural knowledge and craftsmanship: an ethnopedagogical point of view. MUTIARA4 (2), 97–112. 10.61404/mutiara.v4i2.479

  • CrossRef
  • Google Scholar
  • View reference in article

• 33

  RamadaniV.RodriguesA.GalvãoA.MarquesC. (2026). Artisan entrepreneurship revisited: toward a contemporary conceptual framework. J. Enterpr. Commun.20 (3), 854–875. 10.1108/JEC-04-2025-0110

  • CrossRef
  • Google Scholar
  • View reference in article

• 34

  RobiantiF.KusumasariH.NaurianaN.LegowoI. B. (2026). Community-based apprenticeship to develop uncertainty preparedness: a case study at PKBM alam jingga. PPSDP Int. J. Educ.5 (1), 383–393. 10.59175/pijed.v5i1.903

  • CrossRef
  • Google Scholar
  • View reference in article

• 35

  RohatinskyN.UdodS.AnonsonJ.RennieD.JenkinsM. (2018). Rural mentorships in health care: factors influencing their development and sustainability. J. Continuing Educ. Nurs.49 (7), 322–328. 10.3928/00220124-20180613-08

  • CrossRef
  • Google Scholar
  • View reference in article

• 36

  RoyR.El MarsafawyH. (2021). Bridging recognition of prior learning (RPL) and corporate social responsibility (CSR): circular flow of interaction among the university, industry, and people. Sustainability13 (8), 4532. 10.3390/su13084532

  • CrossRef
  • Google Scholar
  • View reference in article

• 37

  SalibayR. M. (2026). Development and mixed-methods evaluation of an instructional manual for sustainable physics learning in higher education. Front. Educ.11, 1761262. 10.3389/feduc.2026.1761262

  • CrossRef
  • Google Scholar
  • View reference in article

• 38

  SalibayR. M.delos SantosM. S. M. (2020). Exploring the pedagogy and cultural manifestations of asin tibuok. Int. J. Educ. Human. Soc. Sci.3 (2), 111–122.

  • Google Scholar
  • View reference in article

• 39

  SoiniK.DesseinJ. (2016). Culture–sustainability relation: towards a conceptual framework. Sustainability8 (2), 167. 10.3390/su8020167

  • CrossRef
  • Google Scholar
  • View reference in article

• 40

  StroudL.GreenE.CronjeJ. (2020). A revision process that bridges qualitative and quantitative assessment. Psychology11 (3), 436–444. 10.4236/psych.2020.113029

  • CrossRef
  • Google Scholar
  • View reference in article

• 41

  UNESCO (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO. Available online at:https://unesdoc.unesco.org/ark:/48223/pf0000247444 (Accessed March 1, 2026).

  • Google Scholar
  • View reference in article

• 42

  UNESCO-APCEIU (2023). Reimagining Education for Global Citizenship and Cultural Sustainability: Regional Perspectives from Asia-Pacific. Seoul: Asia-Pacific Centre of Education for International Understanding. Available online at:https://www.unescoapceiu.org (Accessed March 1, 2026).

  • Google Scholar
  • View reference in article

• 43

  WheelahanL. (2015). Not just skills: what a focus on knowledge means for vocational education. J. Curric. Stud.47 (6), 750–762. 10.1080/00220272.2015.1089942

  • CrossRef
  • Google Scholar
  • View reference in article

• 44

  WueboldJ.PearlsteinE.ShelleyW.WhartonG. (2022). Preliminary research into education for sustainability in cultural heritage conservation. Stud. Conserv.67 (Suppl. 1), 326–333. 10.1080/00393630.2022.2059642

  • CrossRef
  • Google Scholar
  • View reference in article