The fashion industry has increasingly come under scrutiny for its contribution to global environmental issues through unsustainable business practices. To address this, a shift towards circular economy principles in fashion design education has gained traction. However, implementing such principles requires research-informed teaching and alternative design processes that challenge the status quo.
... [Show full abstract] This research paper presents a project that explores the potential of a design process for garments with multiple lives, informed by circular thinking, as a starting point for fashion design students. This exploratory research project asks: How can design educators incorporate circular economy principles in their teaching by leveraging insights from student perspectives? Adopting a new design process focussed on multiple lives and users for fashion, situated the students, the class and thus the research in a circular fashion paradigm. Within my own research practice, I had explored adaptability, modularity, and reversible garments. The students expanded the design process, exploring in myriad ways, including garments designed for sharing between genders and ages and modular adaptable propositions. Some students went even further and began mapping their own alternative design processes, utilising 3D printing and biomaterials combined with laser cutting and upcycling. There is significant potential for evolving and applying a multiple lives design process linked to circular fashion practice within design education. Students were inspired by the boundaries set and responded with creative and innovative outcomes which in turn can teach and develop educators. Furthermore, their ideas could be valuable to transforming the fashion industry, as they suggest alternative sustainable fashion systems for the future.