Mapping Futures: Comparative Analyses of International Design and Technology Education Curricula

Abstract

South African Technology Education (TE) is designed to equip learners with broad knowledge, skills, and values that they can apply in solving real-world problems, implying substantial potential in its curriculum to prepare learners for their futures beyond school. The same could be true for comparative Design and Technology (D&T) subjects internationally. Although small comparative studies have been conducted across TE, D&T and similar subject curricula, those have been limited in scope and context. The vast potential of international Design and Technology Education (IDTE) to prepare learners for their futures has not yet been explored on a large international scale. One key purpose of this study was, therefore, to explore how learners are being prepared for their futures through IDTE curricula in various countries worldwide. In anticipation of a large international curriculum benchmarking study to address the overarching goal, several pre-determined themes were set for the larger study, but the finer details needed refinement to enhance the validity and reliability of the study. Therefore, an exploratory literature review was conducted to identify patterns in existing studies on learners’ future readiness that could contribute themes for the thematic curriculum analyses. The current paper reports on the findings of the exploratory literature review, providing insights regarding themes currently reported in relation to learners’ futures, or their 21st-century readiness. Key findings include that context is a key determinant of content and skill preferences in relation to future readiness, and that there exists a gap regarding D&T’s contributions to prepare learners for their futures.