Challenges of Integrating 21st Century Technology on the Development of Fashion and Fabrics in Secondary Schools: A Case of Selected Secondary Schools in Kitwe District of Copperbelt Province

Abstract

This study examined the challenges associated with integrating 21st-century technology into Fashion and Fabrics education in selected secondary schools in Kitwe District, Copperbelt Province. A descriptive survey design combining quantitative and qualitative approaches was used. Data were obtained from 60 participants comprising learners, teachers, head teachers, and Parent-Teacher Association chairpersons. The findings indicate that technology was generally perceived as beneficial to textile-design learning. A majority of participants reported that it greatly enhanced creativity, while 75% considered it important for increasing efficiency. Technology was also associated with improved design accuracy and stronger collaboration through the sharing of ideas and feedback. Nevertheless, integration was constrained by high equipment costs, inadequate teacher training, limited access to technological resources, and resistance to change. Half of the participants identified insufficient training as a major challenge, and 58.33% cited the high cost of technology. Most respondents believed that technology would remain essential to the future of textile design. The study concludes that effective integration requires coordinated investment in infrastructure, reliable access to digital tools and design software, continuing professional development for teachers, and institutional support for classroom innovation. Addressing these constraints may strengthen practical learning, improve learners’ preparedness for contemporary fashion and textile practice, and support more effective curriculum implementation in secondary schools.