According to the UN’s 2030 agenda for sustainable development (UN, 2015), the sustainable development goals (SDGs) outline a plan to achieve global sustainability. The UN has declared education for sustainable development (ESD) as a goal to empower students through knowledge and skills to make more conscious and responsible decisions in relation to the environment. Sustainable fashion education plays a fundamental role in providing students with the necessary skills to accelerate the implementation of sustainability and the circular economy in the textile sector. The Global Fashion Agenda report analyzes the environmental impact of the fashion industry and recommends sustainability practices that can be adopted by companies to improve their environmental performance (GFA & BCG, 2017). Human resources with skills and training in sustainability, capable of responding effectively to the needs of the sector, are essential, as the scarcity of profiles with this type of skills is holding back progress. The objective of this research is to answer the question of which practice should be used in teaching and learning, to motivate master’s students in fashion design in the development of sustainable fashion in the context of laboratory practices in a learning-by-doing methodology. The methodology used in this investigation is project-based learning methodology using the mixed method, evaluating pedagogical practices through classroom observation and the application of questionnaires to students, to obtain results on student effectiveness and motivation. The PBL methodology is a teaching-learning approach that aims to develop knowledge, skills and attitudes through practical experiences and real situations (Bae et al., 2021). It is concluded that there is a certain resistance to the adoption of sustainable practices but using a set of active methodologies, the group under study considered the experience positive and assumes that they intend to apply these practices in their professional future.