Development and implementation of a cross-course collaborative project on cotton sustainability
A self-determination theory perspective
Bibliographic Data
| ID | 21721038 |
|---|---|
| Authors | Sarah West Hixson (0000-0003-2748-9363, University of Arkansas School of Human Environmental Sciences, , Fayetteville), Eunjoo Cho (0000-0002-9448-3642, University of Arkansas School of Human Environmental Sciences, , Fayetteville), Kyuree Kim (0000-0002-2941-3533, Oklahoma State University Department of Design and Merchandising, , Stillwater) |
| Year | 2025 |
| Publication date | 2025-10-16 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-01-2025-0014 |
| OpenAlex | W4415205629 |
| Language | EN |
| References cited | 45 |
Purpose The purpose of this study is to develop a cross-course collaborative project aimed at supporting students’ basic psychological needs while enhancing their motivation to engage with cotton sustainability issues. Design/methodology/approach This project’s impact on student learning outcomes (i.e. knowledge and skills) related to cotton sustainability was assessed using pretest and posttest surveys completed by 102 apparel students enrolled in one of three selected textile and apparel (TA) courses at a Mid-Southern university. Findings Results demonstrated that the project significantly influenced students’ motivation, engagement and learning outcomes across the three levels of TA courses. After participating in the project, students reported increased levels of autonomy, competence and relatedness with their team members. They also indicated an increase in knowledge and awareness about sustainability issues and practices, higher confidence in addressing sustainability issues and improved technical and collaborative skills relevant to sustainable practices in the TA industry. Originality/value These findings have important implications for educators in TA programs. By fostering a supportive learning environment that addresses students’ basic psychological needs, educators can effectively enhance student engagement and competence in sustainability practices, better preparing them to meet the evolving demands of the TA industry and contribute to sustainable development
Clothing · Education for sustainable development · Project-Based Learning · Student engagement · Sustainability · Sustainable development · Motivation and Self-Concept in Sports
Self-Determination Theory
Motivation and Education
A Review of Self-Determination Theory’s Basic Psychological Needs at Work
A systematic review and meta‐analysis on basic psychological need satisfaction, motivation, and well‐being in later life
Basic psychological need theory
Examining perceptions of academic stress and its sources among university students
General Self-Efficacy Scale
Applying Self-Determination Theory to Education
Self-Determination Theory Applied to Health Contexts
Autonomy, competence, and relatedness in the classroom
Teachers' relatedness with students
Becoming Self-Aware—How Do Self-Awareness and Transformative Learning Fit in the Sustainability Competency Discourse
The Connection of Finns’ Environmental Awareness to Their Anticipatory Competence
Sowing the seeds of change
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Psychological Need Satisfaction, Personal Well-Being, and Ecological Sustainability
Environmental impact of apparel supply chain and textile products
Sustainability trends and gaps in the textile, apparel and fashion industries
Because I believe in it
Intrinsic and Extrinsic Motivations
The "What" and "Why" of Goal Pursuits
Sustainable Versus Conspicuous Luxury Fashion Purchase
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Coding In-depth Semistructured Interviews
Causal Ordering of Basic Psychological Needs and Well-Being
| Highly cited | No |
|---|