ABSTRACT. Since the dawn of human civilization, technology has permeated every aspect of our lives, transforming how we dress, eat, live, and travel. The 21st century has witnessed a new wave of technological revolution and industrial transformation, driven by innovations like the internet of things, artificial intelligence, quantum communication, 5G networks, blockchain technology, renewable energy, and autonomous vehicles. These developments are reshaping global economic landscapes, cultural paradigms, and lifestyles. The essence of our technological era has undergone profound evolution, demanding not only basic life skills but also a proactive technological mindset aligned with industrial upgrading and technological progress. Therefore, investigating the current state of technological attitudes among Chinese citizens in this new era holds significant value and has become a crucial academic focus.

Currently, research on public technology attitude measurement in China remains relatively underdeveloped, with no internationally recognized theoretical framework established for such assessments. Although domestic studies have surveyed technology attitudes among high school students, university students, and the general public, none have achieved substantial theoretical or practical breakthroughs. To address this gap, this study draws on international standards for technology attitude categorization and develops a questionnaire tailored to China's technological culture across different educational stages (elementary, middle, and high school). The aim is to refine the theoretical framework of technology attitude, enhance measurement tools (questionnaires), comprehensively reflect the current state of public technology attitudes in China, and provide data support for long-term planning of technology education development and national policy formulation.

ABSTRACT. Based on Vygotsky’s cultural-historical theory, engineering playword is a new model of practice aiming to stimulate young children’s initiative in participating in engineering practical activities and learning engineering concepts through collective imagination and role-playing. This study combines interview, observation, and video analysis methods to record and analyze young children’s engagement in the engineering playworld, thereby providing suggestions for preschool teachers on promoting the development of engineering thinking of young children. This study finds that with the conditions created by the engineering playworld young children actively participate in engineering practices and grasp engineering concepts in imaginative play scenarios. They are capable of taking the initiative to identify problems, design solutions, select appropriate materials, and test and improve their outcomes, collaborating with others to achieve play objectives.

ABSTRACT. In the digital age, enhancing student learning through feedback mechanisms is a crucial component of educational transformation. This study examines the impact of cognitive feedback, reinforced by affective feedback, on student teacher learning outcomes within a digital formative assessment framework. Specifically, it investigates how integrating affective feedback with cognitive feedback influences learning performance in an online assessment setting. The findings of the study indicate that the combination of cognitive and affective feedback significantly enhances student engagement and performance, thereby highlighting the need for refined feedback strategies in technology-enhanced learning environments.The study contributes to the broader discourse on transforming technology education by advocating for the integration of personalized and supportive feedback mechanisms in digital learning platforms.An experimental research design was employed to examine the effects of cognitive and affective feedback on student teacher learning performance. The study's participants were 47 third-year student teachers who underwent an online assessment comprising three sets of repeating questions. Feedback was administered after each attempt, addressing both correct and incorrect responses. The treatment group received a combination of cognitive and affective feedback, while the control group received only cognitive feedback.The findings indicate that the treatment group exhibited significantly higher performance in Sets-2 and Set-3, as well as in overall performance scores, when compared to the control group. These results suggest that the incorporation of affective feedback into cognitive feedback models can enhance learning outcomes. Additionally, the use of affective elements, such as supportive and motivational language, has been observed to promote student engagement and motivation, leading to sustained improvements in performance. The study highlights how the integration of affective feedback into digital learning environments aligns with efforts to transform technology education by making learning experiences more personalized and student-centered.

ABSTRACT. Technology Education is of high importance throughout worldwide (Jones, 2009). Technological literacies are fundamental for responsible participation in society (Möller, 2002) and has been adopted in educational systems across Europe (De Vries, 2018). However, technology is also omnipresent in society and shaping children's environment (Möller & Wyssen, 2018). Despite the integration of technical education into the curriculum, it remains unclear whether and to what extent technology education is implemented at primary schools and which ensures that.

One of the seminal studies in German-speaking countries, conducted by Möller et al. (1996), reviews that less than half of the teachers surveyed integrate technological content into their lessons. The authors also pointed out that only one in four teachers felt that they were sufficiently competent to implement technology education. According to Mietzel (2017), teachers self-efficacy beliefs are one of the most influential factors in teaching. Therefore, teachers self-efficacy beliefs may be a factor influencing the implementation of technology education.

Based on these desiderata, the present project pursues the following questions: a) to what extent is technology education implemented in primary schools? b) to what extent are the self-efficacy beliefs of (prospective) teachers in the technology domain accompanying with the implementation of technology education? To address the research questions, an extended replication study is conducted, drawing upon the study by Möller et al. (1996). The study is implemented with teachers and pre-service teachers after their practical semester.

The contribution examines the theoretical background, the research context, and the current state of research. The results of the ongoing pilot study (spring 2025) are presented in this paper. This pilot study is conducted as a paper-pencil test with pre-service teachers at two universities in Germany. In the outlook, the justification for the main study is derived and further steps of the research project are specified.

ABSTRACT. This study investigated female high school students’ difficulty, knowledge, and problem-solving experience in two types of activities: technological design and engineering design. Using an action research approach, 177 tenth-grade students from an all-girls high school in Taiwan participated in a 12-week intervention. Data were collected using a diagnostic assessment tool developed by this study. Results showed that students exhibited higher knowledge mastery and greater task independence in technology design activities. In contrast, they reported significantly higher difficulty and greater reliance on teacher or peer support during engineering design tasks. Regression analyses indicated that knowledge was not a significant predictor of difficulty, whereas students’ greater reliance on external assistance was significantly associated with higher reported difficulty. The study highlights the need for scaffolding strategies and instructional aids that promote self-directed learning, especially for female students with lower knowledge.

ABSTRACT. There is a significant shortage of teachers, particularly in STEAM subjects. One possible solution to fill this gap is the post-qualification of career changers and out-of-field teachers. But the complexity of teaching is characterised by the simultaneous existence of different levels of action and decision-making. Teachers are faced with the challenge of reacting to this complexity quickly, appropriately to the situation and in a way that is suitable for teaching. In current research, the professional perception of teaching situations is seen as key to improving the quality of teaching (König et al., 2014). Previous research has developed instruments to measure professional perceptions of teaching (professional vision, pv) (Goreth et al., 2020; Blömeke, Gustafsson & Shavelson, 2015) and has shown a dependency between their growth and various framework conditions (Meister et al., 2020). However, there is a research gap of research on pv as a predictor of teaching quality in technical and scientific fields, particularly in the case of out-of-field teachers, novices and career changers. The ProQ-STEAM project addresses this gap. As part of the ProQ-STEAM project, a three-part training series is being carried out in a quasi-experimental research design. The effectiveness of microteaching elements, supplemented by teaching video vignettes, for increasing pv is being investigated. In the process, infield teachers will be compared with out-of-field teachers and with career changers. Video recordings are made at the beginning and end of the training course, followed by an analysis of the teaching. These are analysed using an assessment grid (pre- and post). In between there is an intervention based on the eLearning modules of the VidNuT project is carried out. Interviews were conducted with lecturers and students (N = 2, N = 8) as part of a preliminary examination of the video modules. The aim of the interviews was to identify the added value and potential barriers in terms of feasibility. In addition, specialist norm (N = 6) was developed in order to obtain a rating of the level of competence (pv), which serves as a reference for the measurement. The comparison of the different groups of participants (infield teachers vs. out-of-field teachers, career changers) aims to identify specific mechanisms of action of the training for each group. It is assumed that there is a correlation between the level of pv and the quality of teaching, which will be empirically tested in the next step by using the video modules in the currently realized intervention (N > 200). These results of the project should help to tailor teacher training programmes more specifically to the needs of out-of-field teachers and career changers and enable their widespread use. Key conclusions could include alternative perspectives on the development of professional perceptions in the teaching profession as well as implications for the future design of teacher education programmes and further research questions.

Literature: Blömeke, S., Gustafsson, J.-E., & Shavelson, R. J. (2015). Beyond Dichotomies: Competence Viewed as a Continuum. Zeitschrift Für Psychologie, 223(1), 3-13. Goreth, S., Straub, F., Rehm, M. & Geißel, B. (2020). Determination of a reference value to adequately assess teaching situations: The development of a technology-didactical specialist norm. Journal of Technical Education and Training (JTET) 12(4), 81-94. König, J., Blömeke, S., Klein, P., Suhl, U., Busse, A. & Kaiser, G. (2014). Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach. Teaching and Teacher Education, 38, 76-88. Meister, S., Nitz, S., Schwanewedel, J., & Upmeier zu Belzen, A. (2020). Diagnostische Fähigkeiten Lehramtsstudierender. Förderung mit Videovignetten und Anwendung im Lehr- Lern-Labor. In B. Priemer & J. Roth (Eds.), Lehr-Lern-Labore. Konzepte und deren Wirksamkeit in der MINT-Lehrpersonenbildung (p. 223–247). Springer.

ABSTRACT. Qualitative research, underpinned by interpretivism, is utilised to gain in-depth insights into an area under investigation due to its ability to capture the richness of data gathered rather than attempting to broadly generalise findings in quantitative research underpinned by post-positivism. At the centre of qualitative research is the researcher themselves, often described as an ‘instrument’ during data collection and analysis. Their capacity to interpret the data through reflexivity, and their selection, use and understanding of a methodology, directly impacts the validity, reliability and outcome of the research. The openness of interpretation therefore requires explicit disclosure of the source of the findings, through elaborating on the methods, procedures and processes undertaken and the researcher’s decisions to support the validity and reliability of the found results, and its methodological consistency. However, transparency in data analysis procedures has become an identified concern within qualitative research in technology education, particularly within the areas of the saturation point of data collection, disclosure of unexpected opportunities and challenges, and the positionality of the researchers. This paper aims to demonstrate the need to be transparent in the procedures of qualitative data analysis. To exemplify the importance of transparency, a comparative study was conducted in which the same dataset, collected from interviews with 5 in-service technology teachers in Ireland, was analysed under two different methodologies, phenomenology and classical grounded theory. The observations of each, highlight the differences in the nature of findings which can be derived from the same dataset depending on analytic lens. This paper forms a discussion on the differences between phenomenology and classical grounded theory in data analysis, the ease with which researchers may unintentionally shift between methodologies, and the impact that non-transparency could have on the validity, reliability and methodological consistency of qualitative research in technology education.

ABSTRACT. Technological education plays a central role in the acculturation of young people with the societal challenges posed by the introduction of new technologies. In France, education in technological innovation is already well established in school curricula and aims to develop students understanding of the underlying dynamics, benefiting both users and future technicians. However, in response to contemporary global challenges—whether environmental, social, or ethical—there is a growing demand to reorient this education towards a more responsibility-centered approach. In this context, education in responsible technological innovation emerges as a relevant pathway for rethinking curricula and training citizens capable of designing and using technology in an ethical and sustainable manner. Our research aligns with this perspective and seeks to explore the contours of this emerging "education in." To this end, we conducted a comprehensive review of the existing literature on responsible technological innovation education. This analysis helped identify the key dimensions that structure this field, including content, pedagogical objectives, and curricular integration. Furthermore, several educational initiatives aimed at fostering a more responsible approach to technological innovation were identified, highlighting the diversity of existing practices. Building on this theoretical analysis, the empirical component of our research focuses on how responsible technological innovation is concretely integrated into teaching practices. To shed light on these dynamics, we conducted semi-structured interviews with secondary school teachers. An interview guide, developed in alignment with insights from the literature review, was used to structure these discussions. Here, we present the initial findings of this study, offering insights into current classroom practices and the ways in which teachers incorporate responsible technological innovation into their pedagogy.

ABSTRACT. In countries across the globe maintaining their economic competitiveness in the 21st century is increasingly dependent upon a population literate in the STEM disciplines and possessing the requisite capacity to utilize their knowledge (content and practices) and higher order thinking (critical and computational) for solving the complex social and technological problems of tomorrow. Historically the science, technology, engineering, and mathematics (STEM) fields of education have all lacked a sufficient body of empirical research demonstrating the positive cognitive outcomes derived from a technological/engineering design based learning (T/E DBL) approach. The theoretical premise underpinning T/E DBL is that learners will acquire habits-of-hand (designerly abilities) as a means for developing the habits-of-mind (designerly ways of knowing) needed to recognize and understand relationships between content and practice. As such, the pedagogical intent behind T/E DBL is to promote student understanding of the connections among disciplinary content and practices, and as a prerequisite for making informed decisions derived from that understanding (NAGB, 2008; Achieve, 2013).

As an integrative pedagogical approach T/E DBL has been shown to foster the development of targeted knowledge (content/practice) and higher order thinking (critical/computational) abilities (Shanta & Wells, 2018; Wells, 2016). Largely absent, however, is authentic middle school classroom-based research empirically documenting the development of such knowledge and abilities; i.e., evidencing student achievement of workforce preparation goals. In the United States (U.S.) middle school Technology and Agriscience Education programs play a critical role in ensuring students have T/E DBL experiences intended to develop the knowledge and higher order thinking abilities they will need to solve the complex global problems in the coming decades.

The research presented in this paper involved a mixed method, pre/post-test design assessing the content/practice knowledge and cognitive demands (critical: informed decision-making and computational: sequential) imposed on a select group of U.S. middle school Technology and Agriscience students utilizing the STEMbot, a precision biotechnical robotics system, as part of their regular class curriculum. Findings indicate student engagement with the STEMbot as a T/E design based biotechnical learning (T/E DBBL) platform, resulted in gains in both targeted knowledge (content/practice) and higher order thinking abilities (critical/computational). Discussed are implications of such findings as indicators of strong connections between STEMbot T/E DBBL strategies and student development of targeted knowledge and cognitive abilities (critical/computational thinking) needed for making informed decision-making.

ABSTRACT. This paper investigates the role of dialogue in the secondary school design and technology classroom. It considers the classroom culture factors that can foster or hinder the goals of dialogic education for secondary school children (11-18 year-olds), particularly the development of creativity in relation to design. The research in oracy and dialogue education is well established but is yet to be realised and embedded in education policy in England. UK politicians who hold conservative and traditional views on education have suggested encouraging oracy may lead to ‘idle chatter’. This paper explores tensions between research and policy through a critical literature review as the methodology. The search terms included design creativity, dialogic education, material dialogue, and classroom culture; thematic analysis was used to identify key concepts, evidence, and trends. The discussion identifies and critiques key features of dialogue that support creativity within design and technology education. Theories associated with dialogic education and oracy illustrate how the amalgam of what learners and teachers say, their body language, and the artefacts they engage with (tools, materials, technical components), alongside the various knowledges and skill sets they call on, might be significant in developing creative capability through designing. Recommendations from this study include that further research is needed to establish the classroom culture factors unique to design and technology dialogic education in secondary school curricula and those which are effective in all classrooms.

ABSTRACT. In an ever-changing world, it is difficult to predict which engineering skills and competences will be most in demand in the future. What we do know is that the teacher will play a major role in teaching them. In Sweden, many of the technology teachers at upper secondary school level are former engineers who have chosen to become teachers. Previously Étienne Wenger’s Communities of Practice (CoP) framework was used to show how teachers’ perceptions of the engineering profession influence the teaching of technology subjects. In a community of practice, interaction between members who share goals, engagement and resources leads to learning and competence development. This study extends the previous analysis by examining the role of teachers as mediators of engineering ideals. The teachers interviewed are full members of their educational communities and peripheral members of their former engineering communities. However, they still operate within the boundaries and are committed to keeping the link between the two communities active. In this way, they provide opportunities for their students to become aspiring members of the engineering community. The findings show that there is value for the interviewees in acting on the boundary between the communities, not only to enrich the educational community, but also as a way of manifesting their own identity and competence. The contribution of this study to education in general, and to technology education in particular, is to show how experiences from previous communities of practice influence the teachers’ identity, competence and teaching strategies.

ABSTRACT. An increasing number of schools in Quebec are establishing makerspaces, equipped with diverse tools that facilitate the creation of a wide range of projects. In this presentation, we will discuss projects developed using two of these tools: the 3D printer and the vinyl cutter. These projects enable students to acquire knowledge in science and technology while strengthening their digital skills. Central to these projects are technological analysis and design approaches.

To give you an overview of these initiatives, we will highlight their learning objectives, as well as the pivotal role that students played in them. Among other things, they learned to solve problems, collaborate, and express their creativity and critical thinking. The teacher acted as a guide and facilitated this learning through constructive feedback.

Some of these projects were conducted in regular classroom settings, at both primary and secondary school levels, while others were tailored for special needs classes. We will discuss how both approaches accommodate the diverse needs of students.

We will round off our presentation with a demonstration of the 3D printer and vinyl cutter in action. Students' productions will be showcased, allowing you to appreciate the creativity and originality of their work.

ABSTRACT. The indoor air quality in schools influences the wellbeing, concentration and performance of pupils (Wargocki, 2015). International studies show that CO₂-concentrations in classrooms are too high (reverence value 1000 ppm) (Dorizas et al., 2015; Stabile et al., 2016).

A citizen science approach was chosen to address this issue. The DIGIdat project aims to improve indoor air quality. Specifically, measurements were carried out and the effectiveness of various measures was empirically tested (Beck et al., 2023; Krois, Hechenberger & Goreth, 2023). To this end, pupils were involved in the research process from the outset. The DIGIdat project focused on the parameters: CO₂ concentration and fine dust pollution as well as temperature and humidity. The research design includes quantitative data from measurements in classrooms (N = 36 with 150 sensor kits in 10 school locations and continuous testing, every 4 minutes) and a quantitative online survey with pupils (N = 230) at three school locations. In order to make the assessments visible, the subjective evaluations were compared with the objective measured values and a relationship to gender and age-specific differences as well as technology socialization and sitting position was also established.

The results show that classes with window ventilation have higher concentrations of CO₂ and PM2.5, which was confirmed to be statistically significant. Humidity was also statistically significantly lower in mechanically ventilated classrooms. With window ventilation, a correlation between the CO₂ values and the outside temperature can be observed. In general, the colder the outside temperature, the higher the CO₂-measurements, with CO₂-concentrations above 2000 ppm. It can also be shown that the subjective perception of students in the range of recommended (20-24 °C) and elevated temperatures corresponds to the technical measured values and recommendations. There was also a discrepancy in the assessment of indoor air: lower CO₂-concentrations were rated more positively.

The research results help to formulate concrete guidelines for public school owners. In addition, motivating STEM lessons could be developed that can subsequently be transferred to other school locations.

Literature Beck, S., Rojas, G., Goreth, S., Krois, E. & Hechenberger, C. (2023). Indoor air quality in Austrian classrooms: Assessing different ventilation strategies with a citizen science approach. Proceedings of AIVC 2023 – Ventilation, IEQ and health in sustainable buildings, 566-574.

Dorizas, P. V., Assimakopoulos, M. N., Helmis, C., & Santamouris, M. (2015). An integrated evaluation study of the ventilation rate, the exposure and the indoor air quality in naturally ventilated classrooms in the Mediterranean region during spring. Science of the Total Environment, 502, 557–570.

Krois, E., Hechenberger, C. & Goreth, S. (2023). Raumluftqualität als Klammer für einen authentischen MINT-Unterricht. Fertigen, Programmieren, Warten, Auswerten, Lösungsvorschläge ausarbeiten. MNU-Journal 5, 373-380.

Stabile, L., Dell’Isola, M., Frattolillo, A., Massimo, A., & Russi, A. (2016). Effect of natural ventilation and manual airing on indoor air quality in naturally ventilated Italian classrooms. Building and Environment, 98, 180–189.

Wargocki, P. (2015). Ventilation, Indoor Air Quality and Learning in Schools. AIVC Conference, 949-958.

ABSTRACT. The technology design process (TDP) is a core concept of the Quebec Education Program at the secondary level. In fact, this approach was favored because it is a rich and effective way of exploring abstract concepts in a concrete, hands-on manner (Quebec Education Program, 2006). When this process is effectively taught, the students identify a need to be satisfied. They consider different making scenarios, taking into account the constraints outlined in the specifications and available resources. Moreover, the students must analyze these various scenarios to efficiently plan the work required a solution. To do so, the teacher plays an indispensable role for students, being a reference for them in this process (El Fadil, 2016). Although numerous studies have sought to fully understand this process, many scholars such as Daker and Dow (2009), El Fadil, Hasni and Lebeaume (2018) highlight the significant challenges associated with teaching in the context of TDP. The aim of this proposal is to shed light on the various issues surrounding the implementation of TDP in Quebec high school classrooms. From a didactic perspective, we present the results of a case study analyzing the TDP-based classroom practices of four secondary school teachers. To begin the process, teaching situations were introduced to students with a focus on simple machines, which are considered a key component of mechanical engineering. The analysis is focused on four dimensions of practice: 1) pedagogical intentions and learning objectives; 2) pedagogical tasks of both teachers and students in analyzing or finding solutions to the problem; 3) pedagogical resources mobilized; and 4) skills and competencies developed, along with challenges encountered. Finally, our contribution offers recommendations for teachers on how to effectively mobilize TDP in their teaching.

ABSTRACT. There is a lack of research studies in the field of technical vocational education exploring teaching and learning processes, especially regarding practice-based research studies focusing practical objects of learning (Carlgren et al., 2015; Kilbrink et al., 2022). Furthermore, studies on vocational education in Sweden have shown that students in vocational education have diverse backgrounds with, for example, a high proportion of immigrants (Andersson, 2019) and students with incomplete or low grades from compulsory school (Korp et al., 2025). The lack of a solid foundation of research on teaching and learning in the field entails teachers not having sufficient access to a research base to plan, carry out and evaluate their teaching. From an equity, diversity and inclusion point of view this is problematic and teaching methods including more aspects than verbal communication need to be elaborated on. This paper will focus on students’ embodied and verbalized displays of understanding and skills regarding practical objects of learning in technical vocational education. Transcribed excerpts of video-filmed teaching sessions in welding and building/ construction education will be presented and analyzed in the paper. The results show how the teachers with the support of the pedagogic approach CAVTA (Conversation Analysis and Variation Theory Approach) encourage students to display their embodied understanding and skills in multimodal ways, thus enabling for the teacher to adapt the progression of the teaching according to students’ displayed understanding and skills. Our study has implications for teaching and learning of practical objects of learning in technical vocational education and is a contribution to broaden the base of educational research in the field.

ABSTRACT. Maker Spaces and the Maker Education that takes place within them represent a largely non-institutionalized form of technology education. In addition to fostering 21st Century Skills, they are often associated with the development of specific abilities such as technical skills and computational thinking. Unlike formal educational institutions, learning in Maker Spaces frequently occurs through hands-on, technology-driven, and open-ended activities. In an exploratory empirical study, 147 Maker Spaces in Germany were analyzed, with particular attention to those offering programs for children and adolescents. Using standardized questionnaires, the study examined which goals—framed within an extended 4C framework that includes technical skills and computational thinking—and which teaching methods are emphasized in these spaces. The results show that Maker Spaces primarily aim to foster technical skills and creativity, while computational thinking and social-oriented skills such as collaboration and communication play a comparatively smaller yet still notable role. To achieve these goals, open-ended methods such as open making and project-based learning are used most frequently, while more structured approaches like Design Thinking and Challenges are less common. Additionally, the study found that gender-specific programs are more commonly available for girls than for boys. Given that many Maker Spaces operate independently of formal curricula, the findings provide insights into their educational priorities and practices, allowing for comparison with theoretical models of Maker Education. Moreover, the results contribute to ongoing research on the specific learning potential of methods used in these open educational environments.

ABSTRACT. As research in technology, engineering, and design (TED) education continues to grow globally, ensuring methodological rigor and trustworthiness is increasingly vital. A 2011 UK expert review found the epistemological foundations of design and technology (D&T) weaker than those of more established STEM subjects, underscoring the need for robust scholarship to justify newer disciplines. Over the past 30 years, TED subjects have evolved from gendered, craft-based curricula to inclusive, future-focused education preparing learners for a technologically advanced world. This paper introduces Q Methodology within the context of TED education research. Originating in psychology, Q Methodology is a pragmatic, seven-stage approach for exploring subjective beliefs through qualitative data and factor analysis. It involves defining a range of views (Concourse), refining them into statements (Q-Set), selecting participants (P-Set), sorting statements (Q-Sort), conducting post-sort interviews, analysing factors, and interpreting groupings of shared perspectives. Unlike methods that seek consensus, Q Methodology reveals a plurality of views, making it especially valuable in diverse educational contexts (local, regional, and international) while preserving the integrity and plurality of participants’ beliefs, recognising both consensus and distinguishing views.

ABSTRACT. Design thinking and STEM education have gained increasing prominence with a natural synergy between the two identified; both championing innovation, driving up the economy and in educational terms supporting a workforce for the future. With research into the connected fields at an early stage, this paper explores these contexts in UK education for the first time. Importantly it steers away from prior research which is fixated on case studies and instead focuses on understanding (and empathising) the perceptions of teachers to define what teachers understand regarding design thinking and STEM education and how these can be used in UK education settings. Research results were gained through a questionnaire across different school settings, followed up by an in-depth interview across STEM subjects, providing rigour and consistency in the research findings. The results offer surprises, confirm prior judgements and provide suggestions to developing strong practice moving forward whilst the case is made that the T in STEM is alive and kicking.

ABSTRACT. This research explores the potential of biomimicry-based instructional design to foster an inclusive learning environment in technology-supported education by minimizing disparities in cognitive and affective readiness among primary school students. The study specifically aimed to adapt the Life Science curriculum for 3rd-grade students by integrating biomimicry principles and to assess the cognitive and affective impacts of these adaptations. Employing an embedded mixed-methods research design, which combines quantitative experimental models with qualitative data, the study collected information through semi-structured interviews, focus group discussions, questionnaires, and observations. The findings indicate that instructional designs grounded in biomimicry were both engaging and effective, significantly enhancing students' cognitive and affective development. Pre-test results confirmed comparable baseline knowledge levels between the experimental and control groups. However, post-test results demonstrated a substantial improvement in the experimental group's knowledge, highlighting the effectiveness of the biomimicry-based approach. Furthermore, the study revealed that this instructional design positively influenced students' cognitive, metacognitive, social, and affective skills, effectively narrowing the readiness gap between students. Notably, the design was particularly beneficial for students with lower academic performance, supporting their cognitive and emotional growth more prominently. In conclusion, the results suggest that biomimicry-based instructional design holds significant promise for creating an inclusive and sustainable learning experience in primary education, contributing positively to students' social, emotional, and academic development.

ABSTRACT. In Sweden, all students study technology during compulsory school. In upper secondary school, they choose a program based on their interests and to prepare for future work or higher studies. This study aims to investigate the attitudes and perceptions of upper secondary school students towards technology education, which they have encountered during their compulsory schooling. Utilizing the PATT-SQ-SE questionnaire, we have surveyed students in a Swedish midtown, about 16-19 years old. They have completed their technology education in compulsory school but have chosen to pursue other programs in upper secondary school, such as Social Sciences, Natural Sciences, or Child and Recreation.

The survey is analyzed through the attitudinal components; affective, behavioral, cognitive, and the relationship between them.

The findings will provide insights about what these students retain from their technology education in terms of attitudes and teaching content. By examining their views and experiences, this study seeks to provide insights and impact of technology education in compulsory school.

ABSTRACT. This demonstration showcases three technological projects implemented in Quebec’s schools, designed to help students explore science and technology concepts while developing their digital skills. These projects leveraged the Makey Makey microcontroller, which is programmed using Scratch's block-based programming language and introduces students to electrical circuits.

We will identify the intended learning outcomes of these projects, for instance knowledge of the mechanics of human joints from a technological lens. We will also discuss the collaborative design process in which students played an active role, allowing them to develop their problem-solving and critical thinking skills.

Furthermore, we will analyze the adaptation of these projects for diverse learning environments, including elementary, secondary, and special education settings. Finally, attendees will have the opportunity to experience the tool firsthand and interact with student-generated projects, showcasing their creativity.