Publicação
Designing for circularity: a gamified deck of cards for sustainability education in the textile and fashion industry
| Resumo: | The transition to a circular economy requires professionals to adopt new strategies and a systemic approach to product development. This shift demands continuous learning and the development of new competencies to understand and apply circular economy principles. In this context, innovative educational approaches that foster engagement and lifelong learning (LLL) are essential. Gamification can support this process by enhancing motivation, creativity, problem-solving, and knowledge retention, while interactive tools help learners critically examine and operationalise circular economy principles. This article discusses the design and application of the “Circularity Deck of Cards,” a learning resource developed as part of a European-funded project Be@t, to facilitate the circular design of products and services. The study follows a mixed-methodological approach encompassing three phases: a systematic mapping of international tools and methodological approaches; the conceptual and visual development of the resource; and its implementation and evalua tion through a workshop involving undergraduate, master’s, and doctoral students and researchers in fashion design and textile engineering in Portugal. The data were collected using a questionnaire that combined quantitative and qualitative questions, designed to assess the receptiveness to, challenges of, and opportunities arising from gamification in the teaching of circular design. The findings indicate that participants responded positively to the tool, recognising its value as both a pedagogical resource and a professional instrument for promoting sustainability and circularity in the textile and clothing industry. Ultimately, gamification catalyses training students, designers, and industry professionals to address the challenges of circularity, fostering new perspectives on circular design in professional practice. |
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| Autores principais: | Schulz, Fernanda Enéia |
| Outros Autores: | Teixeira, João Pedro; Marques, António Dinis; Cabral, Isabel; Cunha, Joana |
| Assunto: | design education circular design gamification pedagogical tool sustainability lifelong learning Ciências Sociais::Ciências da Educação Humanidades::Artes O: Economic Development, Innovation, Technological Change, and Growth Educação de qualidade |
| Ano: | 2026 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade do Minho |
| Idioma: | inglês |
| Origem: | RepositóriUM - Universidade do Minho |
| Resumo: | The transition to a circular economy requires professionals to adopt new strategies and a systemic approach to product development. This shift demands continuous learning and the development of new competencies to understand and apply circular economy principles. In this context, innovative educational approaches that foster engagement and lifelong learning (LLL) are essential. Gamification can support this process by enhancing motivation, creativity, problem-solving, and knowledge retention, while interactive tools help learners critically examine and operationalise circular economy principles. This article discusses the design and application of the “Circularity Deck of Cards,” a learning resource developed as part of a European-funded project Be@t, to facilitate the circular design of products and services. The study follows a mixed-methodological approach encompassing three phases: a systematic mapping of international tools and methodological approaches; the conceptual and visual development of the resource; and its implementation and evalua tion through a workshop involving undergraduate, master’s, and doctoral students and researchers in fashion design and textile engineering in Portugal. The data were collected using a questionnaire that combined quantitative and qualitative questions, designed to assess the receptiveness to, challenges of, and opportunities arising from gamification in the teaching of circular design. The findings indicate that participants responded positively to the tool, recognising its value as both a pedagogical resource and a professional instrument for promoting sustainability and circularity in the textile and clothing industry. Ultimately, gamification catalyses training students, designers, and industry professionals to address the challenges of circularity, fostering new perspectives on circular design in professional practice. |
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