CONCEPTUAL MODEL OF TEAM COHESION, COMMUNICATION AND CONCLICT RESOLUTION IN TEXTILE DESIGN EDUCATION

Team-based learning environments require creativity, not only as a demonstration of individual skill but as an analysis of the challenging intersubjective interactions that define effective design collaboration for textile designers. In this craft, innovation arises not solely from centered individual talent but also from interpersonal dynamics. This paper presents a holistic conceptual framework that explores the relationship between teamwork, communication, and conflict management among textile design students and creativity within the Southeast Asian educational context. Building on Amabile's Componential Theory of Creativity and the Input-Process-Output (IPO) model, the framework acknowledges these three constructs as interdependent backgrounds of creativity, mediated by team climate and moderated by contextual factors rooted in culture and pedagogy. Team cohesion fosters trust and shared goals, while effective communication enables the free flow of ideas and constructive feedback. Besides, conflict, if managed practically, can lead to divergent thinking. The proposed model addresses existing gaps in the literature by framing a composite of these constructs within one mutually interdependent model, which directly responds to the tactile, iterative, and collaborative nature of textile design pedagogy. The study provides theoretical exposition, empirical validation, and practical implications for educators and curriculum developers aiming to promote creative performance in multicultural, resource-constrained settings. This integrative framework ultimately serves as a foundation for pedagogical reform, contributing to the dialogue on collaborative creativity and encouraging innovation in design education.