In the context of a globalized fashion industry, the demand for designers who exhibit not only technical proficiency but also exceptional creative thinking is at an all-time high. This study investigates the effectiveness of vocational fashion design education in China specifically within Anhui Province in nurturing creativity among undergraduate students. While fashion programs in China are known for their rigorous technical training, there remains a significant gap in how these programs support creative ideation and innovation. Employing a mixed-methods approach, this study collected both quantitative data through surveys and standardized creativity assessments, and qualitative data through curriculum evaluations and student feedback. The results reveal that 62% of students rated their creativity as only moderate, with a mere 18% considering their creative capacity to be high. Key barriers identified include rigid course structures, overemphasis on technical skills, minimal exposure to open-ended design tasks, limited access to innovative resources, and lack of encouragement for risk-taking. Furthermore, 70% of students reported that creativity is not adequately assessed or rewarded within their programs. These issues not only hinder students’ creative development but also reduce their confidence and readiness to meet industry demands. The study concludes that a paradigm shift is required in Chinese fashion education to foster more holistic and creativity-driven learning environments. Recommendations include revising curricula to integrate divergent thinking tasks, improving access to digital tools and design materials, training instructors to support creative risk-taking, and establishing assessment systems that value originality.
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