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Cultural Dimensions Through The Perspective of Edward Hall

Edward Hall

Intercultural communication refers to the process through which people from different cultural backgrounds interact, exchange ideas, and create shared meaning. As globalization expands, understanding cultural differences has become essential for reducing misunderstandings and improving cooperation. One of the most influential scholars in this field is Edward T. Hall, whose work in the mid-20th century introduced key concepts about how culture shapes communication, from an anthropological perspective.

Hall’s ideas remain central today and are supported by modern research, which highlights how cultural dimensions continue to influence communication styles in everyday interactions. This essay explores three of Hall’s major dimensions: time context, space context, and high- vs. low-context.

Communication Context

Hall’s explanation of high- and low-context communication describes how cultures differ in the amount of information that must be explicitly spoken versus understood through shared background, tone, or gestures. This concept became clearer when I discussed it with my Moroccan friend, who described Morocco as a high-context culture but also emphasized that people communicate in a “direct, cold, and clear” manner. Her observation shows that high-context communication does not always mean softness or indirectness; instead, meaning often lies in shared norms, emotional tone, and nonverbal signals. She further explained that feedback becomes more subtle when the relationship is close, revealing how interpersonal closeness influences how messages are delivered.

When studying in Indonesia, she experienced this dimension differently during a group project. She preferred clear and direct instructions for efficiency, while her Indonesian classmates relied on softer and more implied forms of communication. This contrast reflects how both Morocco and Indonesia are high-context cultures but express this in different ways: Morocco places emphasis on direct clarity supported by context, while Indonesia emphasizes harmony and indirectness. Through her experience, Hall’s concept becomes practical, showing how cultural expectations shape classroom communication among international students.

Time Orientation

Hall’s distinction between monochronic and polychronic time patterns explains how cultures view scheduling, multitasking, and punctuality. This idea was reflected very clearly in my conversation with my Pakistani friend, who described Pakistan as generally flexible with time. She mentioned that “time isn’t that important, but people won’t be extremely late,” which fits with a polychronic orientation that values relationships, allows multitasking, and treats schedules more flexibly.

She also noted that people often manage several tasks at once without seeing it as a problem. When she compared this with her experience living in Jogja, she felt that daily life in Indonesia is “much slower” than what she is used to. This difference shows how Indonesia also operates with a relaxed time rhythm. Her description helps demonstrate how Hall’s time dimension operates in real life: international students must adjust not only to academic deadlines but also to the general pace of life and people’s expectations of punctuality. The contrast between Pakistan’s polychronic flow and Indonesia’s slower relationship-centered rhythm highlights how time becomes a cultural message that shapes daily behavior.

Space and Contact

Hall’s dimension of space and contact examines how cultures use physical distance, touch, and expressiveness when communicating, and this was strongly reflected in the experiences shared by my Yemeni friend. She explained that in Yemen, people tend to be a high-contact culture, where expressive gestures, emotional tone, and closer physical distance are common, especially with family and friends. She also mentioned that people adjust their expressiveness based on familiarity, which shows how personal relationships influence spatial behavior.

Her experience in Indonesia highlighted a different pattern: she noticed that Indonesians generally prefer low-contact communication, using gentle tone, soft gestures, and polite physical distance. She found herself needing to reduce her expressiveness to match the comfort level of her Indonesian classmates. This shift demonstrates how space and contact operate differently across cultures and how international students naturally adjust their behavior to avoid misunderstandings. Through her comparison, Hall’s concept becomes visible in daily life, revealing the contrast between Yemen’s expressive interpersonal style and Indonesia’s reserved, low-contact approach.

Edward Hall’s intercultural dimension provides a useful framework for understanding how culture shapes communication. Recognizing these dimensions helps individuals navigate multicultural environments with greater awareness, reducing misunderstanding and encouraging more effective communication. Understanding these patterns also highlights a key conclusion: communication is never only about words. It is shaped by time, space, tone, and cultural expectations in which all is influenced by how messages are sent, received, and interpreted across cultures.

Reference:

Layes, G. (2010). 1.4 Cultural dimensions. In Vandenhoeck & Ruprecht eBooks (pp. 53–64). https://doi.org/10.13109/9783666403279.53

Kittler, M. G., Rygl, D., & Mackinnon, A. (2011). Special Review Article: Beyond culture or beyond control? Reviewing the use of Hall’s high-/low-context concept. International Journal of Cross Cultural Management, 11(1), 63–82. https://doi.org/10.1177/1470595811398797

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IPC Students Achieved 3rd Winner Beat the Prompt Competition the 2nd ASEAN School of Business Network 2025

IPC Students Achieved 3rd Winner Beat the Prompt Competition the 2nd ASEAN School of Business Network 2025

Muhammad Atha Damario, a student of the International Program Communication (IPC) at UII batch 2022, won third place in the international competition ‘Beat the Prompt Competition the 2nd ASEAN School of Business Network 2025’ last August.

The competition, held from August 2 to 8, 2025, was an international event attended by contestants from the ASEAN region, including Malaysia and the Philippines. This competition was organised by the ASEAN School of Business Network (ASBN). With the theme ‘The Youth Potential to Create a Better Society’, Muhammad Atha Damario and his team were excited because the theme was relevant to this age.

The challenge of this competition was to create a video without using AI text for video tools, showcasing human storytelling in contrast to AI-generated content.

“Since it was an international competition, my partner and I felt that our knowledge of the theme, which was about AI, really supported us in participating in the competition,” said Atha.

This experience was not his first time; he is convinced that creating videos is his passion. “I have participated in and won many video competitions, so you could say that this is one of my passions,” he added.

He never worries about the result, just does his best because he is used to practising his editing skills. He has many video clips in his gallery and is really into this activity; recording videos may be a daily activity for him.

“I always try to prioritise my studies, no matter what activities I am involved in. After finishing my studies, I always have some free time, which I use to practise my editing skills, either through YouTube videos or by using my own footage to try out new editing techniques,” he said.

“I received a message that no matter how difficult the activity is, even if you lack confidence in the competition timeline and feel intimidated by the competition, just do it, you won’t know the outcome until you try,” he concluded.

For the information, this competition was eligible for international undergraduate students, with teams of up to five members allowed.

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 The Relationship of Representation and Archetypes

Two important elements that quietly guide how we see reality are representations and archetypes

Our understanding of the world does not form on its own. It is shaped by many small influences around us, such as the stories we hear, the people we meet, and the ideas we grow up with. Two important elements that quietly guide how we see reality are representations and archetypes.

Representations show us how something is seen or understood, while archetypes give us deeper patterns that humans naturally recognize. Together, they help build the way we make sense of life, ourselves, and others around us.

Representations & Archetypes 

Representations are simply the ways we describe or picture something in our minds. They are formed through repeated ideas, shared beliefs, and everyday experiences. When something is represented in a certain way again and again, we begin to accept it as the usual or expected view. For example,  we often hear that a nerdy person is quiet, shy, or socially isolated, and this becomes the mental image we carry. They make complex things easier to understand, but they can also limit how we see people or situations by giving only one common picture.

On the other hand, archetypes are deeper and more universal. They are patterns of behavior or character types that appear across all cultures, such as the hero, the caregiver, or the wise elder. These patterns exist because they connect to basic human emotions and experiences. For example, most people understand the idea of a “heroic figure” even without being taught; it’s a natural template we recognize. They help us quickly understand roles and personalities because they speak to something shared and familiar in human nature.

Their Relationship and the Creation of Stereotypes

Representations often borrow from archetypes because archetypes provide simple, recognizable patterns. When this happens repeatedly, the two can blend in a way that creates stereotypes. A stereotype appears when an archetype becomes too fixed and is applied to real people without room for difference.

For example, if the “caregiver” archetype is constantly used to represent women, it can turn into a stereotype that all women must be gentle or nurturing. When representations keep using the same archetypal ideas, they can make these limited views feel normal, even if they are not true for everyone.

Recognizing how representations and archetypes work together helps us understand why certain ideas seem natural or normal. It also reminds us that these ideas are not fixed, and they are shaped by repeated patterns and can change. By becoming more aware and questioning the images and patterns we accept, we can avoid falling into stereotypes. This awareness encourages us to see people more fully, appreciate differences, and allow identities to be understood with more openness and depth.

Reference:

Bradshaw, S., & Storm, L. (2012). Archetypes, symbols and the apprehension of meaning. International Journal of Jungian Studies, 5(2), 154–176. https://doi.org/10.1080/19409052.2012.685662

Vedor, J. E. (2023). Revisiting Carl Jung’s archetype theory a psychobiological approach. Biosystems, 234, 105059. https://doi.org/10.1016/j.biosystems.2023.105059

 

Written by: Thrya Abdulraheem Motea Al-aqab

Edited by: Meigitaria Sanita

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Through Different Eyes: How Perspective Shapes Film Interpretation

Through Different Eyes: How Perspective Shapes Film Interpretation

No two people watch a film in the same way. Each viewer brings their own background, emotions, and beliefs into the experience. These factors act like filters that shape how we understand the story, its characters, and its meaning. Because of this, a film never has just one single interpretation. Instead, it becomes a space where different perspectives meet and create new understandings. This idea reflects the interpretation theory, which suggests that meaning depends not only on the creator but also on the audience who experiences the work.

For most viewers, personal experiences and age play an important role in how they interpret a film. A teenager might relate to a character’s struggle for independence, while an older person might focus on themes of memory or regret. Family films, for example, often work on multiple levels where children enjoy the humor and adventure, while adults notice the emotional depth or social message behind the story. These differences happen naturally because every viewer connects the story to their own life and emotions.

Film and Communication Students

Students who study film or communication approach movies with a more analytical perspective. They are trained to look at how films are made, how the camera moves, how lighting sets the mood, and how editing builds rhythm. They also understand concepts like mise-en-scène, sound design, and symbolism. When they watch a film, they can identify the director’s creative choices and interpret how these choices express ideas or emotions. Their understanding goes beyond the story itself; they see the film as a structured message built through visual and sound techniques.

Critics

Professional film critics view movies with both personal insight and a broad knowledge of cinema history and culture. They compare films with others, discuss how they contribute to society or the art form, and evaluate the quality of storytelling and production. While critics aim to be objective, their interpretations still reflect their own perspectives. Their reviews often influence how the public views a movie, showing how one person’s interpretation can shape others’ understanding.

Films are living works of art that change with every viewer. Whether it’s a casual audience member, a film student, or a critic, each person brings a different way of seeing. These perspectives remind us that a film’s meaning is not fixed, and it grows and transforms through the eyes and minds of those who watch it.

References

(n.d.). Reception theory – Wikipedia. Retrieved November 3, 2025, from https://en.wikipedia.org/wiki/Reception_theory

Bordwell, D. (1989). Making meaning: inference and rhetoric in the interpretation of cinema. Harvard University Press.

 

Written by: Thrya Abdulraheem Motea Al-aqab

Edited by: Meigitaria Sanita

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6th Annual Workshop on Globalisation 2025: How Does Local Culture Fit into the Global Context in the Digital Age?

6th Annual Workshop on Globalisation 2025: How Does Local Culture Fit into the Global Context in the Digital Age?

Local culture is often considered conservative and outdated, but the digital age brings a different perspective. Although many believe that technology poses a threat to traditions and cultural heritage, in the right hands, the digital age presents a huge opportunity for the development of local culture.

This topic was discussed in the 6th Annual Workshop on Globalisation (AWG) programme, which focused on the topic From Local Culture to Global Connection: Multimedia and Communication in a Digital World. It was held on Wednesday, 29 October 2025, in the Auditorium Room on the 3rd floor of the Soekiman Wirasandjadja Building, UII.

In general, AWG is an annual programme held by the International Program, Department of Communications Science, UII. This time, there were three speakers who shared their insights with IPC 2022-2025 students and several students from the Faculty of Computing and Multimedia, University Poly-Tech Malaysia. Two of them were academics from Malaysia, and one was an alumnus of Communication Studies, UII, who specialises in a related field.

The event was opened by the Dean of the Faculty of Social and Cultural Sciences, UII, Nizamuddin Sadiq, S.Pd., M.Hum., Ph.D. He welcomed the guests from UPTM and conveyed a message of mutual collaboration for a bright future. “The AWG Annual Event is a platform where ideas, creativity, and collaboration from various countries come together. The relationship between Indonesia and Malaysia may sometimes be warm and at other times challenging, but as neighbours, we must always be kind, supportive, and cooperative. In Islam, it is said that a close neighbour is better than a distant relative, a principle we should embody to build a brighter future for our students,” he said.

The Dean of UPTM also expressed his hope that his visit to UII would provide him with new insights and perspectives from two interrelated cultures. UPTM even openly invited UII students and lecturers to collaborate. Several programmes offered include visiting lecturers, student exchanges, and several other programmes.

“Today, collaboration is more important than ever as it serves as a valuable way to strengthen partnerships. We have many ideas for future collaborations,” said Dr. Saifuddin Bin Haji Mohtaram.

“For next year, we would like to invite UII to join mobility programmes, conferences, and visiting lectures. Through these initiatives, we can continue to learn and share more kinds of knowledge as we expand together in this fast-changing environment,” he added.

From Local Culture to Global Connection: Multimedia and Communication in a Digital World

Moderated by UII Communication Science lecturer Ibnu Darmawan, S.I.Kom., M.I.Kom., the discussion explored how digital platforms open up enormous opportunities for cultural change. Not only do they emphasise innovation, but also challenges in management.

Three speakers from various fields of expertise presented diverse perspectives. Dr. Nadiah binti Yusof from the Faculty of Computing and Multimedia, UPTM, presented a theme entitled ‘Pattern Recognition in Songket Motifs to Explore Local Wisdom’. Linking local culture, especially songket motifs, to global connections in the digital world, she introduced in depth the subject of information retrieval in the context of information science.

‘The development of centralised databases and information retrieval systems has transformed user access to information. As technology advances, integrating diverse media forms such as audio, video, and graphics is crucial, enhancing user experience and enabling more dynamic exploration of information,’ she said.

‘Malaysia’s cultural heritage includes two types: tangible heritage, which consists of physical items such as graves and tombstones, and intangible heritage, which involves knowledge and skills expressed through oral traditions, customs, language, and textile arts. This study focuses on the intangible cultural heritage of textile arts, particularly songket motifs,’ he added.

Another interesting topic was Character Archetype, presented by Hafizz Al-Amirul bin Mohd Zanial from UPTM. With the case study of Upin & Ipin animation, the students seemed very enthusiastic and connected.

In general, Character Archetype is based on personal experiences and the shared culture of Indonesia and Malaysia. ‘The figures of Upin and Ipin, which reflect the collective behaviour and values of the people in the region, show how personal storytelling can strengthen the appeal of characters,’ he said.

In his explanation, Carl Jung introduced the concept of archetypes in 1919. According to Jung, archetypes are innate, universal patterns or models of thought and behaviour present in the collective unconscious.

The success of the Upin & Ipin animation is supported not only by technology but also by a deep understanding of specific characters and cultures. ‘The characters reflect values, identity, and cohesion that resonate deeply across Malaysian and regional audiences,’ he added.

The final material was presented by Bagoes Kresnawan, an alumnus of Communication Studies at UII who now works as a film director and content creator who explores local culture through cuisine. He also builds communities and brings authenticity to digital content.

‘My content isn’t the usual food review. I add a twist, a story, music, and thoughtful editing. Food Patrol is a documentary series about food, history, and people, short, calming, and impactful. I’m not chasing views or trends; I’m documenting stories that matter,’ said Bagoes.

He also added that the purpose of creating content is not just about viewer numbers. There is an idealism that is beautifully constructed. “I don’t chase views, I document stories. Food Patrol isn’t just about food, it’s about culture, history, and people,” he concluded.

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The 6th AWG ‘From Local Culture to Global Connection: Multimedia and Communication in A Digital World’

AWG

✨ The 6th AWG is here! ✨

The Annual Workshop on Globalization (AWG) 2025 is an annual global workshop that invites international speakers in particularly on global-related issues and up-to-date topics in communication perspective!

In this 6th AWG, we explore the topic of “From Local Culture to Global Connection: Multimedia and Communication in A Digital World” with guests ranging from academics to practitioners, offering insights that combine theory and practice. ✨

The event would be on:
Wednesday, 29 October 2025
3rd Floor Auditorium of the Faculty
08.00 – 12.00 ☝

This event is specially intended for IPC active students batch 2022 – 2025, so come aboard and let’s learn together!

See you there!

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Integrating Culture and Sustainability: Summer Holiday Experience through UNESA Summer Camp, NUNI Student Camp, and ITroSCo 2025

Summer course

This experience was written by Thrya, a student from Yemen who joined IPC UII batch 2024. During the last semester break, she participated in an inspiring activity.

During my university holiday, I decided to spend my time differently by joining several international short courses that offered not only learning experiences but also meaningful connections. I participated in the NUNI Presidential Forum & Student Camp 2025 at Universitas Andalas in Padang, the UNESA Summer Camp 2025 in Surabaya, and the ITroSCo 2025 (International Tropical Summer Course) in Jepara. Each program had its own uniqueness, but all shared one common goal, which is promoting the Sustainable Development Goals (SDGs) and encouraging youth to take part in creating a better and more sustainable world.

The first program I joined was the NUNI Student Camp, which focused on innovation in food and agriculture, health and medicine, advanced materials and AI, and disaster risk mitigation to accelerate the achievement of the SDGs. I was honored to receive the Best Student Category Award during the Bridging Inauguration Night, an achievement that deeply motivated me to continue learning and sharing ideas with others. Throughout the camp, I collaborated with students from various Indonesian universities to discuss how young people can actively contribute to sustainability efforts. It was eye-opening to see how interdisciplinary collaboration can turn global goals into actionable ideas. I learned that meaningful change starts from our immediate environment and that youth engagement plays a vital role in making sustainability a shared responsibility.

Next, I joined the UNESA Summer Camp, a seven-day cultural and educational program designed to immerse international students in Indonesia’s cultural legacy and inclusivity. The program included exciting activities such as learning Bahasa Indonesia and local languages, inclusive education (including sign language), traditional sports and games, cooking Indonesian dishes, and city tours.

Beyond cultural exploration, the camp subtly linked every activity with values of inclusivity and sustainability. It was inspiring to see how cultural exchange can foster global understanding. I truly enjoyed meeting participants from diverse countries and backgrounds, which helped me appreciate how different cultures can unite under shared global missions.

The final program I joined was the International Tropical Summer Course (ITroSCo 2025) organized by Universitas Diponegoro. This program focused on Sustainable Aquaculture and Coastal Ecosystems — addressing environmental challenges while highlighting the importance of marine conservation and sustainable resource management. I had the chance to learn directly from experts and collaborate with international peers. The experience allowed me to see how local practices in coastal cities can connect with global efforts to protect our planet. It strengthened my passion for learning how environmental sustainability is being implemented in Indonesia and inspired me to explore how similar approaches could be applied in my own country.

Reflecting on these experiences, I feel grateful for the opportunity to learn beyond the classroom. Each short course taught me valuable lessons about leadership, teamwork, cultural understanding, and sustainability. What inspired me the most was seeing how Indonesia integrates the SDGs into higher education and youth programs, showing that universities play a crucial role in shaping global-minded, socially responsible youth. These experiences also deepened my passion for learning how other countries address global issues and how they connect local culture and innovation with sustainability in everyday life.

These short courses did more than just teach me about the SDGs; they showed me what it means to live them. They reminded me that every small action, when shared and multiplied, can create a lasting impact. I will carry these lessons with me as I continue to grow, connect, and contribute to a more sustainable and united world.

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How Digital Technology Shapes Our Modern Lives

How Digital Technology Shapes Our Modern Lives

Technology has become an inseparable part of human life. From the moment we wake up to the time we go to sleep, our days are surrounded by digital devices and online connections. This “digital lifestyle” has transformed how we communicate, learn, and even relax. As technology continues to evolve, it influences not only our habits but also the way humans function and how they interact across the globe.

The story of technology is one of continuous progress. From the invention of the wheel to the rise of the internet, every era has witnessed innovations that changed human life. The late 20th century marked a turning point with the introduction of personal computers and mobile phones, followed by the digital revolution of the 21st century. The emergence of the internet, social media, and artificial intelligence has made information and communication faster and easier than ever before. Today, technology connects people from different parts of the world in seconds, creating what many call a “global village.”

How Technology Shapes Our Lives

In modern society, digital technology affects almost every aspect of daily life. Communication has become instant through messaging apps and video calls. Education has moved beyond the classroom, with online learning platforms offering access to knowledge anytime and anywhere. Work has also changed to remote jobs, and digital collaboration tools allow teams to work together across continents. Moreover, the COVID-19 pandemic, as explained in Bonnie’s journal “The Influence of COVID-19 Pandemic on Technology,” showed how urgent and necessary technology became during that time. It was not just about new inventions, but about how circumstances forced people to adapt quickly and find digital solutions for work, study, and even the health sector. Its convenience and change could also bring challenges, such as screen addiction, job loss, and reduced face-to-face interactions. Still, technology remains a powerful tool that enhances creativity, productivity, and global connection.

The Future Potential of Digital Technology

The future of digital living holds endless possibilities. Artificial intelligence, virtual reality, and smart devices are expected to make life even more efficient and personalized. Smart homes will automate daily tasks, self-driving cars will change transportation, and digital health technologies will improve medical care. Yet, as technology advances, ethical questions about data use, job automation, and digital inequality will grow. The future challenge is to ensure that technology serves humanity positively rather than replacing it.

The digital age has transformed the way people live, think, and interact. From its early beginnings to its current state, technology has shaped a new lifestyle centered on connectivity and convenience. While it brings many benefits, it also requires responsibility and balance. As we look toward the future, embracing technology wisely will be key to building a more connected, innovative, and humane world.

References

Bunch, & A. Hellemans. (2013, April 2). A Brief Outline of the History of Technology. 1-13. https://web.engr.oregonstate.edu/~funkk/Courses/TGL/Resources/history_of_tech_v4.pdf

Clipper B. (2020, June 30). The Influence of the COVID-19 Pandemic on Technology: Adoption in Health Care. Nurse leader, 18(5), 500-503. https://pmc.ncbi.nlm.nih.gov/articles/PMC7324321/

Schwab, K. (2016). The Fourth Industrial Revolution. World Economic Forum. Retrieved October 16, 2025, from https://law.unimelb.edu.au/__data/assets/pdf_file/0005/3385454/Schwab-The_Fourth_Industrial_Revolution_Klaus_S.pdf

Written by: Thrya Abdulraheem Motea Al-aqab

Edited by: Meigitaria Sanita

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Two IPC Students Win Third Place at the International Business Plan Competition Leading Scientific Fair 2025

Two IPC Students Win Third Place at the International Business Plan Competition Leading Scientific Fair 2025

Two IPC UII students won third place in the Leading Scientific Fair 2025 International Business Plan Competition. The competition, held on 11–12 October 2025 at the K.H.A Wahid Hasyim Building, UII, Nabila Aulia Zahra and Gadis Kurnia Khamba emerged as winners.

In the competition, the IPC UII team presented BridgeSkill, a web-based mentoring platform that connects retirees as mentors with UMKM owners. According to Nabila Aulia Zahra, this idea was inspired by her mother. This year, her mother retired, but her capacity allows her to facilitate UMKM players.

“I wanted to step out of my comfort zone, and my mother, because of this BridgeSkill idea, since my mother retired this year. I hope that one day this idea can be realised and be helpful, especially for retirees who still want to be productive and UMKMs that want to grow,” she said.

Similar to her teammate, Gadis Kurnia Khamba wanted to step out of her comfort zone and challenge herself by participating in this competition.

“My main motivation for joining this competition was to challenge myself to step out of my comfort zone and learn how to turn an abstract idea into a concrete, realistic business plan,” she said.

For both IPC Batch 2023 students, this competition was their first experience. They had no relevant experience whatsoever. However, they met the right mentor. One of the UII Communication Science lecturers, Ibnu Darmawan, S.I.Kom., M.I.Kom., was willing to guide them.

“Initially, I received several potential ideas from friends for mentoring this creative business plan project from Nabila and Gadis. From these many ideas, I began to select several options that seemed realistic and had great potential, considering that the key to a business idea is its feasibility. Especially if there are similar businesses already operating, this can be used as a benchmark to facilitate the preparation of the business flow,” said the UII Communication Science lecturer.

Ibnu Drmawan explained that the advantage of this idea is not only empowering the retiree community, but also helping the UMKM community, which is often constrained by funds to access professional business training or consultants.

After working hard for about a month to draft the proposal, Nabila and Gadis completed it. Their proposal, titled “Bridgeskill: Empowering Micro Small Medium Enterprises Through Expert Retiree Mentorship and Intergenerational Collaboration”, was accepted and placed them as finalists.

A few days later, based on the assessment of the proposal’s content, they advanced to the next stage, which was the idea presentation.

“We continued the mentorship for the presentation preparation. This time, we collaborated with Mrs. Lutviah, considering her expertise in English presentations. Unfortunately, due to various constraints, we could only conduct one rehearsal with very limited time,” added Ibnu Darmawan.

From this international competition experience, the participants gained many insights. In addition to establishing external relationships, they also understood how a business works.

“Of course, the relationships and advice from the judges to improve ourselves for future competitions,” said Nabila Aulia Zahra.

“This experience taught me a lot, even about aspects I had never considered before, like market research and revenue strategy. I gained a better understanding of how to build a business idea from scratch, collect supporting data, and prepare a presentation under tight deadlines. Since it was just me and one teammate, we really had to complement each other, split tasks wisely, and stay in sync even when things got hectic. It was definitely challenging, but it made me more confident and motivated to keep developing new ideas in the business field,” said Gadis Kurnia Khamba.

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The Bittersweet Side of Fast Fashion

Fast Fashion

There is nothing better than the feeling of owning a new outfit every week, but that excitement definitely comes with its own cost. The fast fashion industry produces clothes in massive quantities to meet ever-growing demand. Yet, at the point where its power expands, the harms begin to overlap with its benefits. This is where the bittersweet reality of fast fashion becomes clear. So, let’s dive deeper into both the bitter and sweet sides of this industry.

One of the most overlooked aspects of fast fashion is its severe environmental cost. From production to consumption, every stage of the process leaves a damaging footprint on the planet. The textile industry is the second-largest consumer of water in the world, using around 93 billion cubic meters annually—enough to meet the needs of five million people. The dyeing and treatment of fabrics account for 20% of global wastewater, often releasing toxic chemicals into rivers in countries with weak regulations. Cotton farming alone requires huge amounts of water and pesticides, which devastate local ecosystems. In terms of energy, the industry is responsible for about 10% of global carbon emissions, more than international flights and maritime shipping combined. 

On the consumer side, the culture of disposability makes the problem worse, with an estimated 85% of textiles ending up in landfills each year, where synthetic fibers release microplastics that pollute oceans and enter the food chain. The reality is that the affordability of fast fashion comes at a hidden cost, where one pays through polluted water, rising emissions, and long-term environmental damage.

Media and Online Influence on The Industry 

Another powerful driver of fast fashion’s growth is the influence of media and digital platforms. The fashion industry and media work hand in hand. While the industry provides a constant flow of new products, the media accelerates their visibility and demand. Social media, advertising, and influencers play a crucial role in setting trends that spread globally within hours, pushing consumers to buy not because of genuine need but because of the pressure to stay “in style.” This constant cycle shortens the lifespan of clothing, as what is fashionable today can quickly become outdated tomorrow. 

The Possibility of Change

Despite these challenges, the future of fashion does not have to remain bitter. Young consumers, especially Gen Z, are showing a growing interest in sustainable choices. Many are turning to thrifting, clothing options, and upcycling as alternatives to constantly buying new clothes. Others are more willing to support brands that are transparent about their production and use eco-friendly materials. 

Social media, while often fueling overconsumption, can also spread awareness and promote responsible trends when used positively. If more young people choose to value quality over quantity, and reuse rather than discard, they can shift demand and influence brands to adopt more sustainable practices. This shows that the sweet side of fast fashion lies in the possibility of change, led by conscious consumers.

Fast fashion is truly a bittersweet industry. While it offers affordability and easy access to trends, it also leaves behind deep environmental and social damage. Media and online platforms have fueled its rapid growth, but young people today have the power to slow it down and reshape it. The future of fashion depends on whether we choose short-term excitement or long-term sustainability.

References

Bick, R., Halsey, E., & Ekenga, C. C. (2018). The Global Environmental Injustice of Fast Fashion. Environmental Health, 17(1), 1–4. BMC. https://doi.org/10.1186/s12940-018-0433-7

Kontributor proyek Wikimedia. (2025, September 26). Fesyen cepat. Retrieved October 6, 2025, from Wikipedia.org website: https://id.wikipedia.org/wiki/Fesyen_cepat

Niinimäki, K. (2020, April). The environmental price of fast fashion. Retrieved from ResearchGate website: https://www.researchgate.net/publication/340635670_The_environmental_price_of_fast_fashion

Ren, X. (2023, February 7). Analysis on the Development of Fast Fashion- Based on the Influence of New Media. Retrieved from ResearchGate website: https://www.researchgate.net/publication/368369588_Analysis_on_the_Development_of_Fast_Fashion-_Based_on_the_Influence_of_New_Media

 

Written by: Thrya Abdulraheem Motea Al-aqab

Edited by: Meigitaria Sanita