Fashion Students’ Adaptation to Resources by Utilization in the Digital Learning Era: A Phenomenological Study
Keywords:
Adaptation, Independent Learning, Fashion Education, Resources By Utilization, Digital Learning Resources
Abstract
Digital transformation expands students' access to learning resources outside of the sources formally provided by the institution. This condition requires students to be able to adapt in selecting, combining, evaluating, and utilizing various digital resources according to learning needs. This study aims to describe the process of adaptation of Fashion Education students to resources by utilization, the foundation of self-regulation and critical awareness in their utilization, as well as the results obtained in independent learning. The research uses a qualitative approach with a transcendental phenomenological design. The participants consisted of seven students of the Fashion Studies Program of Yogyakarta State University who were selected purposively based on their experience using various digital learning resources. Data were collected through in-depth interviews and field notes, then analyzed using Moustakas' phenomenological procedures through horizontalization, identification of invariant constituents, thematic grouping, and synthesis of experience descriptions. The results of the study showed that adaptation took place cyclically and iteratively, starting from learning needs gaps, resource exploration, resource selection and combination, evaluation and verification, integration and application, and reflection that can give rise to the next learning need. Self-regulation and critical awareness are the cornerstones in managing the diversity of sources, while the successful use of resources enriches insights, supports the application of knowledge in practice and work, and strengthens independent learning. The study concludes that adaptation to resources by utilization is the process of building and managing a personal learning ecosystem in an adaptive and reflective manner in Fashion Learning.
References
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Stolz, S. A. (2023). The practice of phenomenology in educational research. Educational Philosophy and Theory, 55(7), 822–834. https://doi.org/10.1080/00131857.2022.2138745
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von Keyserlingk, L., Schwerter, J., Kunina-Habenicht, O., & Lauermann, F. (2026). Motivation and self-regulated learning as predictors of learning resource use in learning management systems in higher education. Educational Psychology, 46(3), 416–436. https://doi.org/10.1080/01443410.2025.2564891
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Zakir, S., Hoque, M. E., Susanto, P., Nisaa, V., Alam, M. K., Khatimah, H., & Mulyani, E. (2025). Digital literacy and academic performance: the mediating roles of digital informal learning, self-efficacy, and students' digital competence. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1590274
Zimmerman. (2002). Becoming a Self-Regulated. INTO PRACTICE, 41(2). https://doi.org/10.1 207/s15430 421tip4102_2
Alhazmi, A. A., & Kaufmann, A. (2022). Phenomenological Qualitative Methods Applied to the Analysis of Cross-Cultural Experience in Novel Educational Social Contexts. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.785134
Anders, A. D., & Dux Speltz, E. (2025). Developing generative AI literacies through self-regulated learning: A human-centered approach. Computers and Education: Artificial Intelligence, 9. https://doi.org/10.1016/j.caeai.2025.100482
Anjar, R., & Saputra, V. W. (2024). The role of the social media platform Pinterest as a creative media reference for generation Z students. English Learning Innovation. https://doi.org/10.22219/englie
Bandura, A. (1997). Self Efficacy: The Exercise of Control. W. H. Freeman & Co.
Betrus, A. K. (2008). Resources. In Educational Technology: A Definition with Commentary (pp. 213–240). Lawrence Erlbaum Associates / Routledge.
Bolin, G. (2025). FOSTERING BELONGING: A TRANSCENDENTAL PHENOMENOLOGICAL STUDY OF NONTRADITIONAL STUDENTS IN ONLINE HIGHER EDUCATION.
Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalization to digital learning space: Exploring the digital transformation of higher education. Computers and Education, 182. https://doi.org/10.1016/j.compedu.2022.104463
Chan, C. K. Y., & Hu, W. (2023). Students' voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1). https://doi.org/10.1186/s41239-023-00411-8
Cheng, M., & Cheung, K. K. C. (2026). University students' sequential self-regulatory learning actions for completing cognitive-demanding and cognitive-less-demanding tasks with GenAI: ordered network analysis. Interactive Learning Environments. https://doi.org/10.1080/10494820.2025.2609793
Degner, M., Moser, S., & Lewalter, D. (2022). Digital media in institutional informal learning places: A systematic literature review. Computers and Education Open, 3. https://doi.org/10.1016/j.caeo.2021.100068
Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022). Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review. In Frontiers in Psychology (Vol. 12). Frontiers Media S.A. https://doi.org/10.3389/fpsyg.2 021.792422
Faathima Fayaza, M. S., & Ahangama, S. (2024). Systematic Review of Self-Regulated Learning with Blended Learning in Digital Space. IEEE Access, 12, 143090–143105. https://doi.org/10.1109/ACCESS.2024.3470114
Faza, A., & Lestari, I. A. (2025). Self-Regulated Learning in the Digital Age: A Systematic Review of Strategies, Technologies, Benefits, and Challenges. In International Review of Research in Open and Distributed Learning (Vol. 26). https://doi.org/https://doi.org/10.19173/ irrodl.v26i2.8119
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry: A Model of Cognitive Monitoring. American Psychologist, 34(10). https://doi.org/10.1037/0003-066X.34.10.906
Hameed, U., & Mimirinis, M. (2023). How does digital reflective practice in textile design education relate to creativity? Reflective Practice, 24(3), 310–323. https://doi.org/10.1080/14623943.2023.2194623
Heikkinen, S., Saqr, M., Malmberg, J., & Tedre, M. (2023). Supporting self-regulated learning with learning analytics interventions – a systematic literature review. Education and Information Technologies, 28(3), 3059–3088. https://doi.org/10.1007/s10639-022-11281-4
Kayi, E. A., & Van Wyk, M. M. (2025). Exploring Ghanaian Distance Learners' Views of Self-Regulated Learning Strategies and Academic Performance. Open Praxis, 17(2), 376–393. https://doi.org/10.55982/openpraxis.17.2.783
Keller, J. M. (1987). Development and Use of the ARCS Model of Instructional Design. JOURNAL OF INSTRUCTIONAL DEVELOPMENT, 10(3). https://doi.org/http://dx.doi.org/1 0.1007/BF02905780
Luo, R. Z., & Zhou, Y. L. (2024). The effectiveness of self-regulated learning strategies in higher education blended learning: A five years systematic review. In Journal of Computer Assisted Learning (Vol. 40, Number 6, pp. 3005–3029). John Wiley and Sons Inc. https://doi.org/10.1111/jcal.13052
Md Khairulanwar, A. B., & Jamaluddin, K. A. (2025). Artificial Intelligence in Fashion Design Education: A Phenomenological Exploration of Certificate-Level Learning. International Journal of Academic Research in Business and Social Sciences, 15(3). https://doi.org/ 10.6007/ijarbss/v15-i3/24604
Mejeh, M., & Grieder, C. (2025). Educational Interventions to Promote Self-Regulated Learning in Vocational Schools - A Systematic Review. In International Journal for Research in Vocational Education and Training (Vol. 12, Number 2, pp. 192–235). European Research Network Vocational Education and Training. https://doi.org/10.13152/IJRVET.12.2.3
Moustakas, C. (1994). Phenomenological Research methods. SAGE. https://doi.org/https://doi. org/10.4135/9781412995658
Ogunleye, B., Zakariyyah, K. I., Ajao, O., Olayinka, O., & Sharma, H. (2024). A systematic review of generative AI for teaching and learning practice. Education Sciences, 14(6). https://doi.org/10.3390/educsci14060636
Pandansari, P., Purwanti, R., Jalil, A., Ngudi Waluyo, U., & Artikel, R. (2024). THE USE OF PINTEREST AS A FASHION DESIGN MEDIUM TO IMPROVE THE LEARNING OF FASHION DESIGN STUDENTS. 1(7), 506–510. https://doi.org/10.62335
Pintrich, P. R. (2000). THE ROLE OF GOAL ORIENTATION IN SELF-REGULATED LEARNING. In Monique Boekaerts, Paul R. Pintrich, & Moshe Zeidner (Eds.) (Eds.), Handbook of Self-Regulation (pp. 451–502). Academic Press. https://doi.org/https://doi.org/10.1016/B978-012109890-2/50043-3
Pontillas, M. S. (2025). Learning in a Borderless Classroom: A Phenomenological Study of Learning During Education Disruption. International Journal of Learning, Teaching and Educational Research, 24(3), 149–165. https://doi.org/10.26803/ijlter.24.3.8
Rabuandika, A., & Pujiriyanto. (2025). Leveraging AI in Self-Directed Learning: A Phenomenological Study of Master's Students' Experiences. JP (Journal of Education): Theory and Practice, 10(1), 1–13. https://doi.org/10.26740/jp.v10n1.p1-13
Seels, B. B., & Richey, R. C. (1994). (1994). Instructional technology: The definition and domains of the field. AECT, Washington DC. Association for Educational Communications and Technology (AECT).
Stolz, S. A. (2023). The practice of phenomenology in educational research. Educational Philosophy and Theory, 55(7), 822–834. https://doi.org/10.1080/00131857.2022.2138745
Tinajero, C., Mayo, M. E., Villar, E., & Martínez-López, Z. (2024). Classic and modern models of self-regulated learning: integrative and componential analysis. In Frontiers in Psychology (Vol. 15). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2024.1307574
von Keyserlingk, L., Schwerter, J., Kunina-Habenicht, O., & Lauermann, F. (2026). Motivation and self-regulated learning as predictors of learning resource use in learning management systems in higher education. Educational Psychology, 46(3), 416–436. https://doi.org/10.1080/01443410.2025.2564891
Wibowo Helmi, Benny Daniawan, & Erna Auparay. (2025). Investigating Longitudinal Effects of Adaptive Digital Learning Ecosystems on Self Regulated Learning and Academic Persistence. International Journal of Educational Technology and Society, 2(4), 68–77. https://doi.org/10.61132/ijets.v2i4.466
Zahro, S., Sagirani, T., Mustikasari, H., Rahayu, S., Dinamika, U., Surabaya, U., Nurhadi, D., Hapsari, D. R., Putu, K., Mayuni, A., Yogyakarta, U. N., Malang, U. N., & Ganesha, U. P. (2026). Users' Experience in Social Media–Supported Sustainable Fashion Practicum at Universities. Online Learning in Educational Research. https://doi.org/10.58524/ole r.v6i3.1352
Zakir, S., Hoque, M. E., Susanto, P., Nisaa, V., Alam, M. K., Khatimah, H., & Mulyani, E. (2025). Digital literacy and academic performance: the mediating roles of digital informal learning, self-efficacy, and students' digital competence. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1590274
Zimmerman. (2002). Becoming a Self-Regulated. INTO PRACTICE, 41(2). https://doi.org/10.1 207/s15430 421tip4102_2
Published
2026-10-08
How to Cite
Bahtera, L., & Bayu Wahyono, S. (2026). Fashion Students’ Adaptation to Resources by Utilization in the Digital Learning Era: A Phenomenological Study. International Journal of Education, Vocational and Social Science , 5(04), 2801-2819. https://doi.org/10.63922/ijevss.v5i04.6883
Contact Person +6282139474255
Email : ijevss@citakonsultindo.or.id / editor.ijevss@gmail.com
