The Fashion Curriculum and New Media Technology Skills of the Students at Guangdong: Basis for Curriculum Enhancement

Abstract

The global fashion industry is undergoing a profound digital transformation, demanding a workforce skilled in both traditional design principles and contemporary digital tools. This study investigates the relationship between the implementation of the fashion curriculum and the development of new media technology skills among undergraduate students majoring in Costume Performance in Guangdong Province, China. The study focused only on the integration of new media technologies in the school’s fashion curriculum. A descriptive-correlational research design was employed, collecting quantitative data to assess curriculum implementation across objectives, content, teaching strategies, and evaluation, alongside students' self-assessed competencies in cognition, attitude, and practical skills regarding new media technologies. Findings indicate that students held consistently positive evaluations of the existing curriculum. More significantly, a strong and statistically significant positive correlation was identified between the perceived quality of curriculum implementation and the level of students' new media technology skills, confirming the formal curriculum's pivotal role as a primary facilitator for digital competency acquisition. The study concludes that while the current pedagogical framework is well-regarded, its strategic enhancement is imperative to address gaps in strategic application and progressive skill scaffolding. Recommendations include embedding advanced digital tools, fostering industry collaboration, and adopting competency-based assessments.