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This study examines whether design typicality and the communication of the zero-waste concept as a sustainable practice impact consumers’ aesthetic preferences and purchase intentions for zero-waste apparel.

The study employed a 2 (dress design: typical vs atypical) × 2 (dress length: long vs short) × 2 (zero-waste concept communication: present vs absent) mixed factorial experimental design with an online survey of 137 female consumers, ages 19–34.

Respondents rated typical zero-waste design dresses significantly higher than atypical dresses for aesthetic preferences and purchase intentions. Further, the zero-waste design concept did not affect this typicality-based preference or purchase intention for zero-waste dresses. They also demonstrated greater overall aesthetic preferences for long than short zero-waste dresses. Design typicality moderated this effect such that aesthetic preferences and purchase intentions were greater for long than short-length dresses when the zero-waste dress design was typical. When the design was atypical, purchase intentions were greater for short than long dresses.

Typicality is critical in consumers’ aesthetic preferences and purchase intentions for zero-waste apparel.

The study focused on zero-waste dress typicality as a critical factor in consumers’ preference formation and purchase intentions. Additionally, it investigated dress length preferences within typical and atypical designs.

The research aims to discuss technical and vocational students' long-term and complete evaluation of learning effectiveness under school-wide thematic teaching design.

This study adopted a mixed qualitative and quantitative approach to measure the learning effectiveness of thematic teaching in technical vocational schools using the Kirkpatrick model. Qualitative research conducted in-depth interviews with 32 interviewees, including students, parents, teachers, graduate alumni and the supervisors of off-campus internship units. Quantitative research conducted a questionnaire survey on vocational students. A total of 221 valid questionnaires were collected. In addition, this research conducts another quantitative survey on cooperative enterprises to compare the actual effect of the implementation of the school-wide thematic teaching students with the others, and a total of 35 valid questionnaires were collected.

The results of the research found that the effectiveness of thematic teaching method can achieve the expected goals of each level of Kirkpatrick model. The students taking thematic teaching are significantly better and fitting in the industry expects. Therefore, this research suggests the comprehensive introduction of school-wide thematic teaching to other school operators.

This research is the first study used the Kirkpatrick model to evaluate the effectiveness of school-wide thematic teaching design in hospitality education and providing a practical case for schools. This research combined qualitative and quantitative research methods to investigate the effectiveness of the teaching method through multiple perspectives. Through the feedback from supervisors of the hospitality industry, the school-wide thematic teaching design provides a good foundation for technical and vocational graduates.