A vision for divergent thinking in the Fashion Design and Product Innovation program at the University of Delaware

Abstract

Creativity is essential to success in fashion design, yet many fashion design programs, including the Fashion Design and Product Innovation (FDPI) program at the University of Delaware, do not explicitly emphasize creative thinking skills, like divergent thinking (DT), within their curricula. Instead, creativity is often fostered indirectly through convergent thinking methods that focus on technical proficiency and industry readiness. This ELP examines how one fashion design education program can better integrate DT instruction in ways that align with academic objectives and industry needs. Through a literature review, content analysis of internal program documents, and interviews with FDPI faculty, this study examined faculty perceptions of creativity and the presence of DT instruction in the curriculum. Findings revealed limited formal emphasis on DT, a lack of shared definitions of creativity, and an opportunity to enhance student learning by developing measurable DT skills, including fluency, flexibility, originality, and elaboration. Based on these findings, this ELP proposes integrating structured DT teaching materials into existing courses to nurture creative capacity in future fashion designers more effectively.