TexGreen: Advancing Sustainable Innovation in Fashion&Textiles

                   2025-1-TR01-KA210-VET-000358477

                   Focus Group Meeting Report

                   by IHKIB Vocational and Technical High Scool

1. Introduction

This report presents the consolidated findings from TexGreen’s two focus group sessions conducted with:

1. VET Students (fashion design, textile technologies, digital design tracks)
2. Industry Professionals (SMEs, digitalisation specialists, sustainability officers, production managers)

The purpose of these focus groups was to:

• Identify current skills, perceived gaps, and training expectations related to sustainable and digital fashion.
• Understand barriers preventing the adoption of Industry 4.0 and green transformation practices.
• Gather qualitative insights to contextualise subsequent survey results, Skills Priority Matrix, and the A2 Skills Priority Workshop design.
• Validate the thematic clusters identified in project literature (Özkan & Uluçay, 2022; Muthu, 2021; Weller et al., 2020).

The emphasised themes in this report reflect participants’ own words, sketches, and comments, supported by the facilitator’s notes

2. Methodology

2.1 Structure

Each focus group followed a structured guide:

• Warm-up: familiarity with digital/sustainability terms
• Section 1: Current skills (3D, digital tools, sustainability concepts)
• Section 2: Challenges & barriers
• Section 3: Preferred learning modalities
• Section 4: Expected outcomes from TexGreen training
• Section 5: Feasibility & institutional readiness

2.2 Data sources

• Verbal responses (captured as bullet-point sketches)
• Moderator notes (interpretive cues, clarification patterns, follow-up prompts)
• Participant-produced lists, tool names, and short statements
• Pre-session and post-session reflection sheets

2.3 Analytical approach

• Thematic coding based on pre-defined frames (digitalisation, sustainability, training habits, barriers, motivators).
• Cross-group comparison between students and industry respondents.
• Mapping findings to priority skill clusters that later informed the survey instrument.
• Alignment with moderator clarifications for precise meaning (e.g., differences between 3D prototyping vs animation; LCA vs sustainability theory; micro-lab vs workshop).

3. Key Findings

3.1 Current Skill Levels (Digital & Sustainability Competencies)

3.1.1 Digital Tools

Across both groups:

• High familiarity with 2D tools (Illustrator, Photoshop, Gerber AccuMark).
• Very limited or introductory experience in 3D prototyping (CLO3D, Optitex 3D).
  Moderator notes confirm frequent confusion between “3D modelling” and “animation/game design.”
• ERP/PDM/PIM systems are largely unknown to students and partially used in industry (mostly at basic levels).

Implication: Participants see clear value in 3D and digital workflow training but lack foundational exposure.

3.1.2 Sustainability Knowledge

Students often describe sustainability in general or lifestyle terms, not technical (e.g., “recycling”, “eco-friendly”).
Industry participants show:

• Higher awareness of circular design
• Fragmented understanding of LCA (carbon-water footprint, materials impact)

Moderator notes indicate that explaining “LCA” required frequent simplification and concrete examples.

Implication: Clear demand for applied sustainability literacy, especially LCA basics and circular product development.

3.2 Training Preferences

Qualitative responses across both groups show alignment:

Most preferred:

• Face-to-face, short, hands-on micro-labs
• Blended learning (short online theory + applied physical sessions)

Less preferred:

• Long theoretical training
• Purely online modules

Justification:
Participants emphasised the difficulty of learning complex digital tools without a trainer “showing the steps”.

Students → Want access to licenses and exercises they can continue independently.
Industry → Want concrete “time-efficient” outputs (e.g., a ready virtual prototype).

3.3 Barriers to Digital Transformation

Four highly recurring themes:

1. Software license costs (“Licensed program…”, “CLO very expensive”)
2. Hardware limitations (outdated computers, low RAM/graphics)
3. Instructor readiness (teachers lack 3D/LCA background)
4. Time constraints in industry (tight production schedules)

Moderator cues confirm that many participants asked whether TexGreen would provide temporary licenses, highlighting the critical nature of this barrier.

3.4 Motivation & Assessment Expectations

Participants prefer:

• Micro-credentials validated by industry
• Portfolio-based assessment (e.g., finished 3D prototype, LCA mini-report)
• Opportunities to work on realistic mini-projects

Quotes included:

• “Certification should mean a real skill.”
• “Portfolio examples help us find jobs.”

3.5 Masterclass Expectations (Forward-Looking)

The most requested topics (frequency + emphasis) were:

1. CLO3D hands-on prototyping
2. Circular design workshop
3. LCA basics + material footprinting
4. AI for forecasting
5. Traceability intro (supplier data, QR-code systems)

Moderator notes confirm that traceability was seen as important but “too difficult”, signalling a need for introductory-level content only.

4. Student vs Industry Comparison

Theme	Students	Industry
3D Tools	Very low experience; high interest	Low-moderate experience; practical ROI expectations
Sustainability	Basic conceptual knowledge	Practical challenges (materials, data, certification)
Barriers	Access to tools, lack of training	Time, cost, system integration
Motivation	Career advantage, certification	Efficiency gains, reduced sampling costs

Interpretation:
Students need skill-building, industry needs short and applicable outputs → TexGreen’s workshop design must serve both.

5. Synthesis: How Focus Group Findings Shape the Priority Skills

Using only focus-group evidence, the following priority clusters emerge:

1. Circular Design & Upcycling

High familiarity in concept, but lack of technical ability → strong practical demand.

2. LCA Literacy (Introductory Level)

Seen as complex; requires structured, example-based training.

3. 3D Prototyping (CLO3D / Optitex)

Clear interest + minimal skills → perfect match for early intervention.

4. Applied AI for Trend/Production Forecasting

Requested, but should follow basic digital literacy.

5. Traceability Fundamentals

Important but difficult → recommended as “starter module” only.

These five clusters were later validated through the survey and form the backbone of the Skills Priority Matrix.

6. Recommendations (Based Solely on Focus Group Evidence)

1. Integrate 3D + Sustainability in combined workflows
   Example: create virtual samples + calculate material footprint.
2. Include a pre-training “Digital & Green Foundations” pack
   Short videos + small assignments to reduce confusion during workshops.
3. Offer trial licenses or cloud-based access
   Essential to enable exercises beyond the workshops.
4. Train-the-Trainer sessions for VET teachers
   Focus groups revealed that teachers require additional support.
5. Use portfolio-based and micro-credential assessment
   Highest trust and motivational value.
6. Limit traceability content to pilot-level
   As participants see it as complex to implement immediately.

7. How This Report Serves the Integrated Report

This stand-alone Focus Group Report provides the qualitative backbone for the Integrated Report by:

• Supplying the “why” behind survey numbers
• Identifying early thematic clusters used in the questionnaire
• Explaining qualitative drivers behind ranking patterns
• Informing priority skill selection for the Skills Matrix
• Providing contextual insights for workshop agenda design

It functions as Phase 1 of the Needs Analysis, whereas the Integrated Report is Phase 2 (synthesis + triangulation).