Exploring Student Attitude Development in Engineering and Arts/Humanities Design Activities

Abstract

Design-oriented activities are a central pedagogical strategy for integrating science, technology, engineering, the arts, and mathematics (STEAM). Among these, engineering and arts/humanities design represent two distinct approaches with differing instructional processes and philosophies. Prior studies show that students’ motivations and affective responses vary across these approaches, influencing their attitudes towards technology education. Grounded in the PATT (Pupils’ Attitudes Towards Technology) framework—which addresses interest, perceived difficulty, gender roles, curriculum value, and career aspirations—this study systematically reviews research on engineering and arts/humanities design within technology education. Using keyword searches in major journals and a coding scheme developed for this study, PATT-related literature was analyzed. Descriptive results and key findings are synthesized to inform future research and instructional practices in technology-based curricula.