ABSTRACT. A primary goal of Technology Education is the suitable development of one’s Technological Capability. Technological capability is defined as the dynamic combination of ability and motivation that goes beyond mere understanding to enable creative, high-quality outcomes. It involves self-directed, adaptive engagement with complex tasks, where learners apply judgement, take risks, and learn from experience, especially in uncertain or unfamiliar contexts. A  balanced approach to technological capability involves the integration of all three domains of learning: Head (cognition), Hand (skills), and Heart (affective). The affective domain of learning plays a crucial role in shaping students' engagement, motivation, and wellbeing in design and technology education. However, its treatment in design and technology subject specifications appears to be less explicitly addressed than the cognitive and psychomotor domains. While learning outcomes often focus on problem-solving, designing, and craft-based activities, there is limited emphasis on fostering emotional and values-driven competencies such as empathy, fulfilment, and a sense of belonging; despite an increasing recognition of the importance of emotion in the design sector. This paper searches for the ‘Heart’ of design and technology and presents a scoping review of the literature on the affective domain. By synthesising key findings, this study aims to highlight best practices, challenges, and opportunities for embedding the affective domain more explicitly within technology education curricula. This matters because it shapes how technology is taught and assessed. Design and technology education is more than knowledge transfer; it is about fostering excitement, inspiration, and emotional engagement. 

ABSTRACT. This study explores how students and teachers in the Dutch secondary STEM subject Research and Design (R&D), taught at schools with the Technasium Designation, differentiate between conducting Research—actively experimenting and testing to generate new insights—and gathering knowledge—searching for and collecting existing information—when working on a Design project. The basis of R&D learning is a Design or Research project, developed by R&D teachers in collaboration with a client and an expert in a relevant professional field. The focus of this study are Design projects in which students work in teams to search for knowledge, examples, user needs, inspiration, and solutions to develop the best possible Design while trying to understand the given problem. In this way, students work in a way like Designers, who by exploring data and features, explore ideas and directions to solve the problem. However, when writing Design projects, teachers often refer to both systematic Research within Design as well as gathering existing information for Design as "Research", even when the latter only involves obtaining available knowledge rather than conducting structured investigations. For example, gathering general and existing knowledge about what is already known about user preferences and needs concerning the project or Design is different from actively seeking new knowledge by conducting a structured survey about the needs and preferences of the users with respect to the Design target group. Another example is the difference between seeking information about which materials are most suitable for the working model compared to building different versions of the working model and performing A/B testing to determine which configuration works best. This raises questions such as: What criteria determine whether Research or gathering information is taking place during a Design process? In what ways do R&D teachers and students distinguish the concept of Research and searching for information in Technasium Design projects? What is circumscribed as Research by R&D teachers in Technasium Design projects? Recognizing the difference between gathering existing information for Design and conducting Research within Design is important in Design-Based Learning (DBL) because it helps clarify learning goals, assess results, allocate resources effectively, manage expectations, make informed decisions, improve collaboration and communication, and promote critical thinking.

ABSTRACT. The integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) into classroom activities plays a crucial role in shaping young people’s attitudes toward technology education. By bridging multiple disciplines, STEAM fosters critical thinking, problem-solving, creativity, and collaboration. These interactive and relevant approaches not only increase engagement and motivation but also help reduce gender stereotypes, encouraging more equitable participation of girls in scientific and technological fields.

This article draws on a narrative literature review of 45 studies published between 2014 and 2025, selected for their focus on student attitudes, engagement, creativity, and interdisciplinary learning in STEAM contexts. Sources were analyzed thematically to identify recurring patterns, contradictions, and case studies across five categories: conceptual clarity, student motivation, interdisciplinary skill development, role of the Arts, and conditions for effective implementation.

Findings indicate that STEAM approaches, particularly those grounded in real-world problems, are highly effective in enhancing student outcomes and engagement. At the same time, the review highlights the need for stronger empirical evidence to validate these impacts. This gap is particularly relevant in Québec, where STEAM concepts have not yet been systematically integrated into formal curricula, and where little research has been conducted to examine how such approaches might align with local educational priorities and cultural realities. Evidence also shows that students exposed to STEAM tend to develop more positive and confident attitudes toward design and technology, which can influence their future academic and career pathways.

In conclusion, embedding STEAM into educational curricula is vital for preparing well-rounded individuals equipped to thrive in a technologically advanced society. Its positive influence on students’ attitudes underscores the importance of continued research and sustained investment in STEAM education—especially in Québec, where opportunities exist to shape STEAM integration from the ground up.

ABSTRACT. This study investigated the factors predicting the prevalence of cyberbullying on students with disabilities in South African higher learning institutions and their implications for educational technologies design. Although use of technology is encouraged among the youth to enable learning and social relationships in schools, there is growing misuse through cyberbullying of the disables. Understanding the challenges faced by these learners is critical to the design of appropriate educational technologies and to the creation of an inclusive learning environment. Limited research focuses on cyberbullying of the disabled in higher institutions and the impact influencing factors can have on the design and use of educational technologies and prevention of undesirable behaviour. The study adopted the Theory of Planned Behaviour (TPB) and the Spiral of Science to examine the factors predicting cyberbullying prevalence of the disabled and the design considerations for educational technologies. A quantitative analysis of survey responses from students revealed that Subjective Norms predicted cyberbullying prevalence the most, followed by Perceived Social consequences. Attitude towards cyberbullying was not found to be significant by disabled respondents. We also found that prevalence of cyberbullying did not differ by Age and Gender of the disabled. The findings highlight important design considerations for educational technologies for the disabled. They imply that design strategies should aim to integrate awareness creation of cyberbullying, effective reporting mechanisms, inclusive digital literacy programs and safer digital learning environment. This would prevent actions leading to abuse of students with disabilities and promote inclusive learning. It also implies that educators have the responsibility to assist disabled students learn how to identify and respond to cyberbullying.

ABSTRACT. The use of comparative judgement (CJ), or more specifically adaptive comparative judgement (ACJ), is proposed as a solution to a critical challenge in technology education assessment – the reliable assessment of creative pieces of student work produced in response to open-ended designerly activities. However, despite several studies highlighting the high level of reliability achievable through ACJ, proportionately less effort has been given to understanding its feasibility in terms of prospective translation to practice. Understanding both whether ACJ is feasible or not, and how to improve its feasibility, is paramount in terms of future work to support its integration into practice. To examine ACJ feasibility, this paper examines whether the time taken for ACJ comparisons is impacted by the estimated difficulty of the comparison, and whether there is a fatigue effect which sets in over the course of making several comparisons. Comparison times from two CJ sessions are examined, one through an exploratory framework and the other through a confirmatory lens. The results suggest that estimated difficultly does not impact the time taken to make comparisons, and in general, judge fatigue is not an issue over circa 70 comparisons. These results suggest that ACJ feasibility efforts in technology education should focus on improving the pairing algorithm(s) to reduce the required number of comparisons, rather than making comparisons easier, which inform future directions in ACJ advancements. Further, the lack of impact of estimated difficulty raises questions concerning what influences decision making in technology education comparative judgements. It is suggested that theories around heuristic decision making may be a useful framework to explore this further.

ABSTRACT. This study explores the intersection of policy, research, and practice in technology, engineering and/or design education through a systematic search and review. The research aims to examine how empirical findings influence curriculum policymaking and identify evidence-based strategies for advancing TED education globally. Guided by PRISMA protocols, the review utilised Scopus as the primary database, applying rigorous inclusion criteria to select empirical studies published between 2015 and 2025. Data extraction and thematic synthesis were conducted collaboratively using human-led analysis supported by generative AI tools. Findings reveal a complex, non-linear relationship between research and policy, characterised by mutual shaping rather than direct causation. Key themes include evolving research trends toward integrated STEM and design-based learning, policy responses embedding engineering design into national frameworks, and the transformative role of digital technologies such as CAD and robotics. However, persistent challenges mediate the translation of research into practice, such as equity in technology access, curriculum overload, and limited teacher agency. The review underscores the need for policies that actively involve educators, provide sustained professional development, and address systemic inequities. It also highlights gaps in subject-specific policy research, calling for broader, more inclusive studies and cross-sector collaboration. These insights inform future research agendas and policy development aimed at fostering equitable, research-informed TED education policy.

ABSTRACT. A Delphi study exploring trends and issues in technology education in New Zealand has been undertaken by a small group on behalf of a national network of technology educators in Initial teacher education. The study replicated a series of recently reported Delphi studies completed in the United States, Finland, and in the Netherlands / Belgium. There were three rounds (NB: the final round is being undertaken at the time this is being written). A broad range of participants with expertise and current or recent involvement in technology education were invited to take part. The first round surveyed what participants thought were current trends and issues in technology education, what these might be in 3-5 years, and again what they might be in the longer term (10 years). Because of their somewhat diverse nature, responses were coded and collated to produce a list of grouped trends and issues. Ranked lists of the most frequent responses were then circulated in Round two in which respondents were asked to adjust the rankings as they saw fit using a drag and drop tool. Level of agreement was then assessed (currently in progress). In Round three respondents were asked to identify their top 3 issues and trends from the agreed list and provide a brief justification of their choices. Findings are consistent with those of the other Delphi studies mentioned suggesting that most countries are likely to be facing similar trends and issues. However, as in the other studies there are a number of specific variations due to local context. These are explored more fully in the full paper. This research provides useful direction for curriculum development, policy direction, teacher education, and developing research strategy at both national and international level.

ABSTRACT. Title: THE ROLE OF DESIGN EDUCATION Authors: Rajveer Kaur University: Chandigarh University Email Id:rajveer02051990@gmail.com Contact No:+918437315099

Abstract In the modern era where the world is constantly evolving, having design education is paramount to preparing students to face multifaceted problems head-on. It helps in developing one’s imagination, analytical skills, and problem-solving approaches which are fundamental in product and fashion design, graphic design, architecture, and even city planning. These fields of study require a blend of technology and art, which allows an individual to have a broad perspective of design concepts and enables students to invent new concepts and inventions.

Moreover, with changing times, design education is integrating sustainability, ethics, and inclusivity in order to remain relevant and serve society better. Students are expected to consider the effects of their work on nature and cultures, which allows them to come up with balanced solutions to problems that are beyond superficiality. Design education fosters the understanding of pressing issues in the world by integrating different concepts and interdisciplinary work in order to demonstrate the importance of communication and collaboration in solving problems on a global scale. Technology and other digital tools play an important role in design education today. Students can now use digital tools and platforms such as VR and design software to further develop their creativity and processes. Designers in the future will need to have the ability to work and shift across various fields as the world becomes increasingly interconnected. To summarize, design education exists to help equip students with the ability to be innovative and versatile at the same time, making them capable of solving problems in an ever changing world for the good of humanity.

ABSTRACT. Computational thinking and the ability to craft text are both essential skills in today’s world. In collaboration with the principal, teachers, and students at small town school in the North Island of New Zealand the proposed study outlined in this abstract will explore the synergies possible between the computational thinking concepts of abstraction, decomposition, algorithmic thinking and debugging and the process writing skills of planning, sequencing, crafting, and editing text. learning sequences with teachers of middle primary and further provide authentic contexts for learning in both curricula learning areas. The sequences will include opportunities for transfer knowledge, so ideas are revisited and reinforced in ways that are mutually beneficial. The New Zealand Curriculum refresh project fully embraces Mātaiahikā – connecting to place and community. It encourages schools to develop a literacy and numeracy rich school curricula drawing from their local environment. This study embraces this approach through interdisciplinary integration of computational thinking and writing to enhance teachers’ teaching knowledge and skills in both disciplines through activities and ideas grounded in local and authentic contexts. The above aspects of computational thinking are applied in the realm of technology education and used in everyday life. Introducing computational thinking to children is an excellent way to provide them with a strong computational and digital foundation for future success in designing, developing and participating in a rapidly changing technological world. At the same time writing is an area of significant learning for students throughout their years in school. Writing impacts personal and professional opportunities and outcomes beyond school and supports students’ academic success. Writing is used across disciplines to present evidence of learning and as a tool for developing and deepening learning. This project aims to investigating how primary school teachers understanding of the overlapping concepts between computational thinking and writing enhances their teaching strategies and practices in both disciplines. The research is underpinned by an interdisciplinary approach to integration. It has the potential to inform and enhance teacher practice by making links between writing and computational thinking through the illustration of overlapping concepts, and common processes between creative or transactional writing and the design and coding a digital outcome. It is hoped that the teachers will gain insight into the teaching of computational thinking in a way that does not take too much additional classroom time. Boys will benefit from links between the writing process and computer coding as illustrated by one of the 10-year-old boy in our recent study. He said that debugging his App programme was like editing his writing “but is way cooler!". Girls, who may be less engaged in computational thinking than boys will benefit from understanding that the process of developing code can be likened to the process of creative and transactional writing. Therefore, we expect our integrated approach will ultimately lead to improved outcomes for boys and girls, empowering both groups with versatile skills and a deeper appreciation for the interconnectedness of discipline knowledge.

ABSTRACT. Artificial intelligence (AI) is one of the oldest sub-fields of computer science, but in the last few years it has created a global hype in education primarily due to new and powerful generative AI tools. Just as for many previous technologies, the discourse around AI promises a revolution of instruction, relief from tedious repetitive teaching chores, and an increase in productivity. However, what is missing in these discourses is a philosophical grounding, conceptual clarity, and phenomenological implications of AI in learning situations, specifically in technology education. The aim of this paper is thus to provide a philosophical foundation for discussing the role of AI in technology education, by putting it in the context of Albert Borgmann’s device paradigm. The paper engages in a philosophical discussion viewed through the lens of Borgmann’s phenomenological philosophy, in which AI is discussed in relation to device and focal practices. The paper ends with five distinct areas of technology education of which we today can say, with Borgmann’s philosophy as a backdrop, what AI cannot do, together with some suggestions for how focal practices can heighten our use of AI by, paradoxically, relegating it to the periphery.

ABSTRACT. Global investments in semiconductor advancement and microelectronics manufacturing have heightened the demand for a skilled workforce in this critical industry. In response, secondary technology education is emerging as a strategic pathway to introduce students to relevant skills and concepts from an early age. This paper examines how technology education in secondary schools can integrate semiconductor and microelectronics content, exploring not only the curricular and technological adaptations required but also the broader philosophical and ethical considerations of aligning national workforce initiatives with classroom practice. Drawing on a multi-phase case study of educators developing microelectronics-focused instructional units, the paper investigates both the opportunities and challenges of embedding specialized technology content into the secondary curriculum. Findings suggest that technology education’s inherently flexible, hands-on approach can accommodate emerging STEM fields, motivating student interest through real-world design and problem-solving activities. At the same time, the push to meet immediate workforce demands raises questions about maintaining the subject’s broader educational aims. Educators must reconcile their curriculum’s design-based culture with industry pressures that may prioritize technical competencies, highlighting the importance of reflective practice in teaching and curriculum development. Through classroom observations, teacher reflections, and iterative curriculum design, this research provides insights toward professional development needs, instructional materials, and curricular frameworks that thoughtfully integrate semiconductors and microelectronics in ways that can have positive, and long-lasting impacts. Ultimately, the paper positions technology education as an adaptive space where national workforce imperatives intersect with core educational values, ensuring that students are equipped with both the technical skills and the critical perspectives required in a rapidly evolving technological landscape.

ABSTRACT. There is growing interest in supporting neurodiverse students and those with additional educational needs (AEN) through inclusive pedagogical practices. While differentiated approaches are essential in the teaching, learning and assessment of all subjects, there is a scarcity of research targeted at how technology education can be adapted to meet the needs of students with additional educational needs. This paper is situated within a larger study which seeks to inform the pedagogical approaches to supporting the inclusion of students with AEN in technology education at second level. To achieve this there is a clear need to analyse the existing body of research looking at the relationship between students with additional learning needs and STEM education, with a particular focus on the context of technology education. Much of the existing research suggests that there are limited studies highlighting research informed pedagogical strategies to cultivate the capability of students with AEN within technology education. In addition to this, although there is some evidence to suggest that students with AEN, in particular ASD (Autism Spectrum Disorder), have an aptitude towards creativity and high degrees of empathy very few studies have explored the methods to support the development of these aptitudes. To address this deficit, this paper presents a scoping review of the literature to analyse the landscape of existing research in the field, exploring the impact of technology education for students with additional needs in second level education. This paper aims to inform future research by highlighting key findings and making suggestions for the development of future educational interventions for students with AEN.