The current research aims to apply sustainability in clothing by increasing its consumption lifespan, particularly for adolescent girls aged 14–16 years. This age represents a stage of rapid growth, and the study seeks to benefit from sustainability to enhance the aesthetic and functional values of outerwear for girls in this age group.
The research sample consisted of 45 adolescent girls aged 14–16 years and 11 experts specialized in clothing and textiles who evaluated the proposed designs. The research adopted both descriptive-analytical and quasi-experimental methodologies.
The results revealed differences in expert opinions regarding the achievement of "design principles and elements, functional aspects, and aesthetic aspects" in the proposed sustainable outerwear designs for adolescent girls aged 14–16 years.
There were also statistically significant differences among the five implemented sustainable outerwear designs in achieving the functional aspect, aesthetic aspect, and technical aspect, according to the experts’ evaluations.
Moreover, statistically significant differences were found among the five implemented designs based on the adolescent consumers’ (girls aged 14–16) opinions.
hossam Eldin Mohammed Hafez, B. (2025). Sustainability and its impact on outerwear for girls aged (14-16) years. Journal of Research in the Fields of Specific Education, 11(59), 129-175. doi: 10.21608/jedu.2025.397220.2266
MLA
bothaina hossam Eldin Mohammed Hafez. "Sustainability and its impact on outerwear for girls aged (14-16) years", Journal of Research in the Fields of Specific Education, 11, 59, 2025, 129-175. doi: 10.21608/jedu.2025.397220.2266
HARVARD
hossam Eldin Mohammed Hafez, B. (2025). 'Sustainability and its impact on outerwear for girls aged (14-16) years', Journal of Research in the Fields of Specific Education, 11(59), pp. 129-175. doi: 10.21608/jedu.2025.397220.2266
VANCOUVER
hossam Eldin Mohammed Hafez, B. Sustainability and its impact on outerwear for girls aged (14-16) years. Journal of Research in the Fields of Specific Education, 2025; 11(59): 129-175. doi: 10.21608/jedu.2025.397220.2266