디지털 패션 환경 가속화에 따른 국내외 대학 패션디자인 전공 교과목의 변화 분석 - COVID-19 pandemic시기 전후(2019년과 2022년)를 중심으로 - = Adapting Fashion Design Education to the Digital Era - A Comparative Study of Curriculum Evolution in Local and International Universities Before and After COVID-19 (2019-2022) -

국문 초록 (Abstract)

COVID-19 pandemic은 디지털 환경을 강화하는 계기가 되었고, 패션디자인 교육에도 다양한 변화를 가져왔다. COVID-19 pandemic 이라는 특수 상황에 따라 온라인 수업의 본격 확대, 디지털 교육 플랫폼의 등장, 디지털기반 패션 교육 프로그램들이 적극 모색되기 시작했다. 이에 본 연구는 COVID-19 pandemic 전후인 2019년과2022년 이후 국내외 대학교의 디지털 패션 교육 프로그램의 변화를 비교 분석하여, 디지털 환경의 가속화에따른 패션 교육의 변화를 살펴보고, 앞으로 더욱 확산될 디지털 기반 패션 교육 프로그램 방향에 대한 인사이트를 도출하고자 하였다. 대상은 패션 관련 전공과목 커리큘럼이 공개된 국내 4년제 이상 61개 대학교, 국외4년제 이상 26개 대학교를 대상으로 하였으며, 자료수집은 1차로 COVID-19 pandemic 시작 전 2019년 8월~ 9월 30일, 2차는 COVID-19 pandemic 상황이 안정되기 시작한 2022년 3월 2일 ~ 22일까지 진행되었다. 자료는빈도 분석과 백분율의 기술통계방법으로 분석되었고, 인사이트 도출을 위해 국내외 디지털 패션 분야 교육자3인의 심층 인터뷰를 진행하였다. 분석 결과 국내외 모두 2019년에 비하여 디지털 패션 및 가상 의상 관련교과목 개설 수가 2배 이상 증가했으며, 특히 3D프로토타이핑 기반 교과목의 비율이 4.4%에서 17.8%로 가장크게 증가하였고, 3D시각화 기반 교과목은 55.0%에서 32.6%로 감소하였지만 이외 교과목들은 2019년에 비하여 모두 증가함을 알 수 있었다. 국외의 경우 교과목의 수는 증가하였으나 국내와는 반대로 3D프로토타이핑관련 교과목의 수는 22.5%에서 9.2%로 감소한 반면, 2D시각화 기반은 55.1%에서 62.2%로, 3D시각화 기반은22.5%에서 28.6%로 각각 모두 증가하였다. 심층 인터뷰 결과, 국내외 디지털 패션 교육 전문가들 모두COVID-19 pandemic이 가져온 수업방식으로 인해 디지털 패션 교육 프로그램의 변화 및 가속화의 영향이 있었으며, 이러한 변화와 지속적인 관심은 향후 디지털 패션 교육 프로그램의 다양화와 필수화로 이어질 것이라고예측하였다. 이러한 변화를 바탕으로 국내외 패션디자인의 교과목이 디지털 기반의 다양한 융합적 교육으로발전되어야 하며 향후 패션 산업에 도움이 될 수 있는 교과목들이 추후에 지속적으로 생겨나야 한다고 보여진다. 본 연구의 결과는 향후 디지털 패션 교육 현황 분석 연구에 대한 기초 자료로 활용될 수 있을 것이다.

다국어 초록 (Multilingual Abstract)

This study aimed to compare and analyze the changes in digital fashion education programs in local and international universities before and after the COVID-19 pandemic, examining the impact of the acceleration of the digital environment on fashion education and finding insights into the future directions of digital-based fashion education programs. The research targeted over 61 local 4-year universities and 26 international 4-year universities with publicly available curricula for fashion-related majors. Data collection was conducted in two phases: the first phase was set as the periods before the onset of the COVID-19 pandemic, from August to September 2019, and the second phase corresponded to the periods when the COVID-19 pandemic situation began to stabilize in March 2022. Data was analyzed using descriptive statistical methods, such as frequency analysis and percentages, and in-depth interviews were conducted with three digital fashion education experts from both domestic and international contexts to extract insights. The analysis revealed that, both domestically and internationally, the number of digital fashion and virtual garment-related course offerings increased by over 2-fold compared to 2019. Notably, 3D prototyping-based courses saw the most significant increase, rising from 4.4% to 17.8%. However, 3D visualization-based courses decreased from 55.0% to 32.6%. Nevertheless, other course categories increased in both cases compared to 2019. Results from in-depth interviews indicated that experts in domestic and international digital fashion education recognized the impact of changes in teaching methods brought about by the COVID-19 pandemic on the transformation and acceleration of digital fashion education programs.
They predicted that such changes and continued interest would lead to further diversified and required digital fashion education programs in the future. The findings of this study can serve as fundamental data for future analyses of the current status of digital fashion education.

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