This paper explores how the principles of Cosmopolitan Localism, specifically the Small, Local, Open, and Connected (SLOC) framework, can be operationalised within sustainability-focused fashion design education. Drawing on a practice-based, qualitative research study conducted within an undergraduate fashion design programme at a South African university, the paper analyses a pedagogical intervention aligned with the global Fashion Revolution movement. The intervention included a three-week experiential learning module, the Fashion Revolution Designathon, and a campus-wide clothing swap event to embed ethical awareness, material circularity, and critical design thinking into the student learning experience.

This study investigates the integration of Embedded Tactile and Sensory Technologies as digital disruptions in South African design education, exploring how additive manufacturing and tactile interfaces can bridge theory with experiential learning. Grounded in Experiential Learning Theory (ELT), a Design-Based Research (DBR) methodology was employed to develop and test an educational intervention at a South African University of Technology. The research examined how the embedded technologies enhance student engagement, inclusivity, and creative problem-solving within a context of limited resources.

Students in Design Education are equipped to enter their respective creative industries. It is the intention that their skills and capabilities, once they graduate, are matched as closely as possible to the industries into which they will fit. During their time within the higher education faculty, they need to be exposed to relevant technologies and processes. By adapting manufacturing technologies for small-scale use in the classroom, students can gain hands-on experience and integrate these technologies into their learning processes.