This study examines how university students perceive and describe fashion behavior in relation to Myers–Briggs Type Indicator (MBTI) personality types and considers the resulting implications for fashion marketing education. The data comprised written responses generated during a learning activity in a fashion marketing course involving 32 university students. The participants described the characteristics of their MBTI personality type and discussed how these traits might relate to their fashion-related behaviors, including styling preferences, consumption tendencies, brand selection, trend acceptance, and shopping decision-making. To identify recurring themes and patterns, the responses were analyzed using qualitative content analysis with MAXQDA through open and axial coding. The analysis showed that the participants’ descriptions of fashion behavior were organized around four main domains: fashion-styling attitudes; consumption and brand-selection tendencies; responses to fashion trends; and shopping and decision-making practices. In addition, the participants interpreted and explained their fashion behavior in distinct ways across Keirsey's four temperament groups—Rationals (NT), Idealists (NF), Guardians (SJ), and Artisans (SP)—reflecting different value orientations and consumption perspectives. In contrast to previous studies, which have primarily examined statistical differences in fashion preferences or consumer behaviors across personality types, this study focuses on how students use personality-type discourse to interpret and make sense of their own fashion behaviors. The findings suggest that MBTI functions not only as a personality classification tool but also as an interpretive framework through which students construct and communicate meanings related to fashion consumption.

Abstract
I. Introduction
Ⅱ. Theoretical background
    1. MBTI personality types and perceptions offashion consumption
    2. Personality-based consumer understandingand fashion marketing education
Ⅲ. Methods
    1. Data collection
    2. Participant characteristics
    3. Analysis procedure
Ⅳ. Results
    1. Perceptions of personality traits by personalitytype
    2. Differences in perceptions of fashion behaviorby personality type
    3. Educational implications of perceptions offashion behavior by personality type
Ⅴ. Conclusion
References

• Yeong-Hyeon Choi(Lecturer, Center for Liberal Arts and Vocational Education, Daelim University College, Korea) | 최영현 (대림대학교 교양․직업교육센터 강사)
• Moon Hwan Cho(Professor, Ingenium College of Transdisciplinary Studies, Hankuk University of Foreign Studies, Korea*) | 조문환 (한국외국어대학교 융합인재학부 교수) Corresponding author