Technology Education in Action: Integrating Action Competence in the Technology Subject

Abstract

The global climate situation requires a comprehensive technological transition, which leads to an increased demand for a skilled workforce in science and technology. However, forecasts show that the number of graduates with environmentally relevant degrees is too low, which is identified as a bottleneck for Sweden's climate transition. Today, the gender distribution in technical education is severely skewed. In the academic year 2023/24, 82 percent of students in the technology program were men, and in the electrical and energy program, a full 96 percent were men. Even in higher education, only 30 percent of first-time applicants to the Master of Science in Engineering and Bachelor of Science in Engineering programs were women in the fall of 2024. A paradox is made visible: Women as a group, who are generally more committed to climate issues than men as a group, are unwilling to invest in technical education as a means to perform transformation. Conversely, men tend to choose technical education areas than women but without a corresponding environmental commitment. The differences can be attributed to norms surrounding femininity and masculinity. Feminine values ​​are linked to care work, and thereby also environmental commitment, while masculine values ​​are associated with interest and knowledge in ‘hard’ technology. To break these gender stereotypes and gender segregation, this project addresses inclusion of Action Competence for Sustainable Development as well as knowledge about gender norms, care and emotions in technology education in grades 7–9. The aim is to develop and challenge technology education by incorporating awareness of gender and emotions to promote action competence in the context of green transition. The project, which are still in the planning stage, will examine teachers' planning and teaching when knowledge about gender, emotions, and action competences will inform technology teaching.