Technology and livelihood education in local fashion sectors

Skills development, cultural preservation, and sustainable practices

Bibliographic Data

ID22164358
AuthorsVenus Z Loremia (Cebu Technological University, corresponding author)
Year2026
Volume11
Publication date2026-06-23
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1824275
OpenAlexW7165677125
LanguageEN
References cited29

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

Informal education · Informal learning · Livelihood · Mentorship · Sustainability · Sustainable development · Thematic analysis · Vocational education · Crafts, Textile, and Design · Environmental Sustainability in Business · Fashion and Cultural Textiles

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