Design and Technology Education (LJMU)
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The way Technology Teachers Think: The Role of Metaphor and Reflection for Technology Education practice
Full text linkThis study investigates how technology teachers reflect on their practice by examining the metaphorical structures that underpin their reasoning. Drawing on Conceptual Metaphor Theory and supported by an AI-assisted Metaphor Identification Procedure (MIP), the analysis focuses on recurring metaphorical themes that shape how teachers make sense of challenges, plan instruction, and imagine future classroom scenarios. The results reveal a set of interrelated themes—such as time as a resource, learning as motion, teaching as burden, and structure as cohesion—that reflect and reinforce a view of teaching as a managed and goal-oriented activity. These metaphors are not merely descriptive devices; they function as cognitive tools that organise experience and support pedagogical decision-making. By framing teaching through metaphors of motion, containment, construction, and effort, teachers can navigate complex classroom dynamics and articulate a coherent sense of professional agency. The findings suggest that metaphor plays a dual role in reflection: both representing experience and guiding prospective reasoning. In this sense, metaphors support what is often described as reflection-for-action, where familiar conceptual frames are used to simulate possible futures. By surfacing these metaphorical patterns, the study contributes to a deeper understanding of how teachers conceptualise their work and offers a foundation for professional dialogue and development in technology education
Recurriculation of Engineering, Technology, and Technical Education Programmes for the adoption of Industry 5.0
Full text linkIndustry 5.0 is a new emergent industrial revolution that admits and promotes mutual and coordinated interaction of industrial workers’ cognitive and creative skills, and artificial intelligence machines’ qualities to maximize production in industries. Thus, the advent of Industry 5.0 demands new skills, knowledge, attitude and responsibilities/roles from workers to enable them to fit the positions. Consequently, Industry 5.0 has significant implications for engineering, technology and technical education programs. These programs need to be reshaped for the purpose of producing worthwhile graduates that can easily be absorbed into Industry 5.0. However, this article focuses on the ‘recurriculation’ of engineering, technology and technical education programs for adopting Industry 5.0. The article is anchored on a literature review. Specifically, the article dwells briefly on the pre-industrial revolution, Industry 1.0, Industry 2.0 and Industry 3.0. The article explicates on Industry 4.0 and Industry 5.0. Similarly, the article identifies problems that emanated during the Industry 4.0 era. It explains the importance of human beings in industries. Also, this article explains the needs for improving the knowledge, skills and attitude of industrial workers during Industry 5.0. Being a program where knowledge, skills and attitude needed in industry 5.0 can be acquired, the article briefly conceptualizes engineering, technology and technical education. Furthermore, the article explains the concept of recurriculation of engineering, technology and technical education programs. Finally, the chapter explains the phases for the recurriculation of engineering, technology and technical education programs
Assessing Students’ Computer Programming Skills: How Technology Teachers in Sweden Evaluate Learning in Grades 4–6
Full text linkThis study aims to deepen the understanding of how computer programming is taught and assessed in Swedish schools by focusing on teachers’ perspectives. It explores how technology teachers (teaching years 4–6, students aged 10-12) perceive their roles and responsibilities in teaching computer programming, primarily within the technology subject, and examines what computer programming content is taught and assessed. The research is based on a survey and interviews with seven experienced teachers who taught computer programming before it became mandatory. The findings reveal similar views among the teachers but also significant variation in assessment practices, categorized into four distinct personas, ranging from a strong disciplinary content and product focus to a weaker disciplinary content and process orientation. The discussion reflects upon how these variations may be influenced by teachers’ backgrounds, computer programming knowledge, and unclear policy documents. The conclusions suggest that, due to this variety, Swedish students may not be equally equipped with the digital skills needed for participating in a digitalized society. To enhance equity, we argue that teachers need better preparation to effectively integrate computer programming skills across subjects. Additionally, we recommend clearer national guidelines on how to teach computer programming and how to assess this subject content in compulsory education
Reclaiming Relevance: Positioning Design and Technology at the Heart of a Whole-School Creativity Framework
Full text linkDesign and Technology (D&T) in the UK is approaching a crisis point, with declining enrolment, staffing shortages and increasing marginalisation in the curriculum. However, this paper argues that D&T is not a problem to be solved. Rather, it is a solution to be scaled. Positioned at the intersection of material practice, iteration, and design thinking, D&T is uniquely placed to lead a whole-school strategy for embedding creativity, not as an abstract ideal, but as a set of teachable, observable competencies. This paper introduces a structured Creative Competency Framework, drawing on cognitive science, classroom research and cross-curricular theory. It outlines 15 core and meta-competencies, from divergent thinking and sequencing to translational and meta-cognitive awareness. Moreover, the paper demonstrates how creative competencies can be mapped onto existing D&T projects to reveal and develop their creative potential. Using a bespoke AI-powered tool, the paper presents trial analyses of two contrasting projects to show how creative depth can be made visible, measurable and actionable. Ultimately, the paper proposes a new standard for assessing creativity that is not merely based on outcomes. In contrast, it is rooted in the thinking processes embedded in a task. Finally, the paper issues a call to practitioners to contribute to the refinement of this tool, with the aim of developing a bank of high-performing, creativity-rich D&T projects for shared use. The result is both a defence and a reinvention of the subject, repositioning D&T as foundational to a future-facing, creative curriculum
Design Thinking in educational publications: A document analysis of books issued by Turkish Public Institutions and implications for the Technology and Design course
Full text linkThis research aims to investigate how the design thinking (DT) approach in education is defined and implemented in related books published by public institutions in Türkiye. The document analysis method, a qualitative research method, was used for data collection and analysis. Seven books published by the Republic of Türkiye Ministry of National Education (MONE) and the Scientific and Technological Research Council of Türkiye (TÜBİTAK) were selected as the data. Findings indicate that DT is perceived as a human-centered and interdisciplinary problem-solving process that requires a set of skills and mindsets and incorporates some values associated with 21st-century skills. In the books, the matter of how to develop a designer’s mindset and skills in non-designers – teachers and students – is generally overlooked or under-emphasized. Therefore, the DT approach in education is not comprehended and practiced as a holistic approach that requires the interaction between relevant processes, mindsets, and tools. Considering the findings, incorporating the human-centered, experimental, and collaborative characteristics of the DT approach into the educational culture or teaching method can help teachers and students to adopt DT as a holistic approach rather than just a problem-solving process. The DT approach can also be employed as a tool to establish a context for technology teaching or integration. In line with this, some strategies are proposed to strengthen the integration of the DT approach within Technology and Design education. This research is considered significant in terms of providing teachers with a perspective on the DT approach and how it is integrated into Technology and Design education
Reflecting on the Implications of the 2025 Curriculum and Assessment Review for Design and Technology in England
Full text linkThis reflection critically examines the implications of the 2025 Curriculum and Assessment Review (CAR) for Design and Technology (D&T) education in England. Drawing on our role as expert advisors to the Department for Education (DfE), we explore the Review’s recommendations for clarifying the subject’s purpose, refining curriculum content, and embedding sustainability, social responsibility, and inclusivity. We argue that while the Review articulates a progressive vision for D&T, significant challenges remain in addressing systemic barriers such as declining participation, inequitable access, and assessment practices. The discussion highlights opportunities for strengthening applied knowledge areas (digital literacy, oracy, and climate education) while cautioning against structural constraints that risk further marginalising the subject. We conclude that realising the Review’s ambitions requires targeted investment in teacher development, infrastructure, and inclusive curriculum design, alongside assessment reform. Without these measures, D&T’s potential as a vital bridge between creativity, technology, and societal needs may remain unrealised
Roadmap to Early-Stage Medical Device Design through Experiential Learning and Role-Play
Full text linkPurpose: Biomedical engineers that have the ability and skill sets to comprehend and retain basic anatomy and physiology (A&P) knowledge, apply fundamental engineering principles, use critical thinking, and communicate effectively across multiple disciplines to facilitate successful development and clinical translation of medical devices. The authors created an undergraduate medical device design course that follows a roadmap for developing novel devices and/or innovative technology from concept to clinical product with the course focusing on the early-stage of the development process.
Methods: A holistic approach is taught from the unique perspective of inventors, investors, and surgeons (IIS) by integrating interactive presentations, guest lectures, labs, field trips, and role-playing activities into a 15-week curriculum and meets ABET student learning objectives. Individual assignments require oral presentations and written reports that mimic project leaders on design teams, and group assignments are completed through IIS role-playing. These activities culminate with individual student design projects that help build self-confidence in their ability to successfully jump into and navigate the medical device development process. This is accomplished by identifying a clinical need, formulating an innovative concept, defining design criteria, fabricating a prototype to demonstrate proof-of-concept, bench testing to demonstrate feasibility, completing an invention disclosure, making an elevator pitch with constructive classroom critique, and writing an executive summary and detailed report emulating a NIH SBIR Phase I grant.
Results: Course effectiveness was demonstrated by: (1) 204% improvement in A&P knowledge, (2) positive role-playing evaluations (98.7% of students reporting that it was a useful educational experience, written feedback), and (3) favorable course evaluations.
Conclusions: A roadmap for early-stage development of medical devices using a holistic, experiential learning approach is presented to prepare undergraduate bioengineering students for future healthcare careers as engineers, scientists, clinicians, and/or entrepreneurs
Design students’ views on future work at the stage of Industry 5.0 and Society 5.0: Dimensions and levels of resilience
Full text linkThis study investigates design students’ perspectives on future work environments shaped by the evolving paradigms of Industry 5.0 and Society 5.0, with a focus on their views of work communities, technological advancements and systemic problem-solving. The concept of resilience is used as an analytical lens. The study explores the relevance of Industry 5.0 and Society 5.0 frameworks in the context of the design profession and examines how design students anticipate and interpret future changes in their professional landscape. The study addresses the following research question: What are the dimensions and levels of resilience according to design students’ views of future work? Data were collected in 2023 from 92 design students at various stages of their studies. Using principal component analysis, three dimensions of resilience were identified: resilience in work community, in technological development and in systemic problem solving. The findings suggest that students are aware of major shifts in their field and express varying degrees of readiness and adaptability across the identified dimensions. These results offer insights into how design education might better support students in navigating the uncertainties of future work
Artificial Intelligence as a Tool for Individual and Collaborative Creativity in Design Education
Full text linkIntegration of Artificial Intelligence (AI) in the design process is a growing area of research interest. Less than two years after its public launch in 2022, AI has already established itself as the most disruptive tool revolutionizing how designers conceptualize, iterate and innovate. As AI technologies continue to evolve, it is pertinent that design students are acquainted with the potential of the technology and how it can be integrated in their professional practice. The objective of this paper is to explore the role of AI as a conceptualization and research tool in interior design. We aim to examine its effectiveness in enhancing the ideation process and facilitating collaboration and knowledge sharing in intercultural design teams. The case study presented is a collaborative online international learning project (COIL) with the participation of interior design students from the University of Monterrey (Mexico) and Wayne State University (USA). Students were involved in experimentation with various AI tools and platforms in the early stage of designing children’s spaces in commercial interiors. Through meticulous documentation and evaluation of all design variations generated were gained valuable insights on the impact of AI on the evolution of the ideas. To collect research data on how students’ creativity, idea exchange and decision-making were affected, surveys and reflection writings were distributed. The findings confirmed that students developed a greater understanding of AI as an essential tool in the design process. They acquired skills in utilizing it to aid the decision-making during the conceptualization phase. Furthermore, AI fostered their self-confidence in communicating within culturally diverse teams. The conclusion discusses the challenges encountered and lessons learned from the integration of AI technologies into the learning process
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Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
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