Learning Units

There are 18 educational units divided equally into 3 contexts as listed below:

Design and Multimedia Communication

  • Made by Hand, Made by Machine

  • Computational Couture

  • E-Textiles

  • Tools for Designing

  • Interaction Design: Fashion as Interface of the Body

  • Digital Manufacture for Fashion: from Laser Cutting to 3D Printing

  • The Design Process: Exploring and Building New Scenarios in Fashion-Tech


Technology and Engineering

  • 3D Software and Prototyping

  • Coding for Fashion-Tech

  • Internet of Things (IoT)

  • Smart Textiles Materials

  • Textile Electronics

  • Wearables: Workshop


Human, Social, Psychological and Economic Contexts

  • Identifying Fashion-Tech Opportunities

  • Prototyping Future Directions in Fashion-Tech: A Knowledge Exchange Project

  • Sustainability-oriented Business Models

  • Qualitative and Ethnographic Research Methods

  • Entrepreneurship and Small Business – Start Up Introduction

  • Sustainability and Ethics


As outlined in the Tuning Document, the field of fashion-tech is characterised by the convergence of these 3 areas. Here design is defined as including aspects related to the product, user experience and communication; technology to purely technical knowledge and skills, and economics and management to topics related to business management, supply chain management and market intelligence (p.5). For more insights please refer to this document.

See more about each unit by clicking on the respective titles below. All units and supporting documents are available for download further below on this page. 

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Design and


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and Engineering

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Fashion-Tech Curriculum

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Human, social, psychological and economic contexts

The purpose of the units is to provide learners with knowledge, skills and approaches specific to the 3 key areas:

  • The design and ideation units seek to develop competences and understanding relating to design methodology and theory as a basis to developing original ideas and transforming them into fashion-tech concepts, products and services.

  • The technology and engineering units, which are designed to offer competences that underpin the design units, offer a theoretical introduction and foundation followed by the opportunity for learners to apply the acquired knowledge and understanding through participatory and hands-on learning approaches in the form of developing concepts and prototypes (i.e. laboratory practice, workshops, etc.).

  • The units connected to human, social, psychological and economic contexts explore changes in consumer behaviour and interactions with fashion-tech, entrepreneurship and emerging business models, whilst critically evaluating ethical and sustainability issues related to fashion-tech products.

The units are designed as both stand-alone and/or as intersecting learning opportunities that complement an existing programme of learning and support the development of the hybrid professional required for the fashion-tech industry (see 'Unit Mapping'). In certain instances, we also propose the units follow a certain sequencing. For example, it is envisioned that the technology units form pre-requisites for the design units, and that it would be useful to view them in this way. There are however no prescribed routes, only suggested ones (see ‘Unit Progression’).

The format of the units


Each unit descriptor consists of the following:

  • Title

  • Introduction

  • Unit Outline

  • Indicative Content and Learning and Teaching Methods

  • Learning Outcomes

  • Additional Tutor’s Notes*

  • Assessment Methods

  • Reading and Resource List


The introduction aims to provide a brief explanation of the topic of study for the unit. It is a quick way for you to gain insights into what specific aspects of learning will be addressed for the future fashion-tech designer.


More detailed information can then be found in the Unit Outline where the premise of the unit, its aims and the student assignment are defined together with any other important information or factors you should consider as an educator choosing to adopt the unit.


The Indicative Content and Teaching and Learning Methods section provides specific information on the type of input the unit should offer together with modes of delivery and engagement. In some instances, proposed lecture and workshop titles etc., are given and other guidance intended to assist you in running such a unit.


The Learning Outcomes for each unit explain what the student/s should be able to demonstrate on completion of the unit such as ‘in depth knowledge’, an ability to ‘critically evaluate’ etc.


Some of the units have Additional Tutor’s Notes* which offer further insights into how each unit might align with others and thus form part of a larger curriculum, and direct you to pedagogic methods and resources available in the Teacher’s Toolkit.


The Assessment Methods and assessment criteria for these units are suggestive and flexible and you should aim to link these methods directly to the intended learning outcomes of your programme/course i.e. tailor these assessment methods to align with the knowledge, skills, and attributes that your programme/course of study is aiming to develop.


Finally, the Reading and Resource list provides you with additional support through essential and suggested reading and a list of references you can direct your students.


User Guide

Unit Mapping

Unit Progression Example

Design and Ideation Units

Technology and Engineering Units

Human, Social, Psychological and Economic Contexts Units

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