Incorporating an Authentic Learning Strategy into Undergraduate Apparel and Merchandising Curriculum

Abstract

An authentic learning strategy fostering students' active learning was studied using the scenario of a real-world project. Students from two different classes at two different universities worked as clients or consultants to develop an apparel sourcing strategy. Quantitative and qualitative data were gathered from 44 undergraduates enrolled in apparel and merchandising classes to assess students' learning experiences from the project. According to the findings, students had a positive learning experience overall, gaining practical competencies and experiences from various perspectives needed to solve the problems. These results were further confirmed by emerging themes in the qualitative data—namely, improved communication skills, enhanced professionalism through real-world experiences, team building, learning through interaction, and improved research skills. The evidence suggests that incorporating an authentic learning strategy in higher education by providing real-world experiences can benefit students' learning and build their professional competence.