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Within fashion business higher education there is a growing interest in integrating learning with experience in practice settings to improve industry-relevant skills of future professionals. This study addresses the problem of designing an appropriate learning space to achieve a balance between discipline and practical knowledge. This article introduces and applies Wenger’s learning architecture framework to support the design of learning communities in alignment with the pedagogy of design. Data from an action research intervention is evaluated against this framework to illustrate the decision-making process and document significant design elements. It concludes that Wenger’s concepts provide a useful evaluation framework that can be used to inform future interventions and their dissemination.

A learning architecture approach to designing and evaluating learning spaces: an action research study in fashion business higher education