Examining Grade-Level Differences in Design Awareness through Learning Various Technological Contents in Japanese Junior High Schools

Abstract

Design activities are regarded as an important component of technology education; however, there is limited empirical evidence on grade-level differences and possible developmental tendencies in students’ awareness of design through accumulated learning experiences in lower secondary education. This study explores the characteristics of students’ awareness of design and examines grade-level differences in this awareness in Japanese junior high school technology education. A questionnaire survey was conducted in November 2025 using a web-based form during regular technology education classes. Participants were 1,357 students in Grades 7–9 from lower secondary schools in multiple municipalities, of whom 1,227 valid responses were analyzed, providing a large-scale dataset for examining students’ design awareness. The questionnaire included Likert-scale items measuring design-related awareness and open-ended questions. Design awareness items were categorized into six perspectives, and grade-level differences were examined using the Kruskal–Wallis test. Open-ended responses were analyzed inductively to identify the frequency of design-related perspectives and perceived connections with other subjects and ICT. The results indicated statistically significant grade-level differences across all design awareness categories, suggesting possible developmental tendencies in students’ awareness of design as learning experiences accumulate. Awareness related to user perspectives showed consistently high values across grade levels, while awareness of ICT use tended to increase in higher grades, although it remained limited overall. Analysis of open-ended responses showed that students frequently emphasized user needs, whereas references to prototyping, collaboration, and ICT were relatively limited. Perceived connections with other subjects were mainly associated with mathematics, science, and art. These findings suggest progressive grade-level differences in students’ awareness of design in technology education, while explicit recognition of collaborative, iterative, and interdisciplinary aspects of design remains limited.