How are fashion merchandising curricula designed in the digital age? – Cross-cultural case study from the TPACK perspective.

This study investigated what and how the curricula in fashion merchandising are being offered in the United States and China in the context of digital transformation and possible differences in curricula development due to cultural and educational policy differences. The study was grounded in technological pedagogical and content knowledge (TPACK) and cultural dimension theories. Two academic programmes and eight courses were reviewed using the qualitative research method of the case study. The data were coded, classified, and analysed using MAXQDA, incorporating quantitative and qualitative data interpretations. The results revealed diverse ways for the instructors to incorporate TPACK-based curricula design approaches and highlighted the differences in curricula development between the U.S. and China programmes. The study findings offered in-depth views of the significance of TPACK on curricula development strategies and the potential challenges that educators face in meeting the industry's needs. [ABSTRACT FROM AUTHOR]