About the Conference Proceedings Series

This is the official proceedings website for the PATT43, Pupils' Attitudes Towards Technology International Research Conference, Norrköping, Sweden, 15-18 June 2026. All accepted papers are published here electronically just before the conference. 

 

Contact: patt43@liu.se

Current Conference Proceedings Volume

The 43rd International Pupils’ Attitudes Towards Technology Conference 2026, Linköping University, Norrköping, Sweden, 15th to 18th June 2026
View The 43rd International Pupils’ Attitudes Towards Technology Conference 2026, Linköping University, Norrköping, Sweden, 15th to 18th June 2026

Series: Linköping Electronic Conference Proceedings 213
ISBN: 978-91-8118-083-1
ISSN: 1650-3686 (print), 1650-3740 (online)

Published: 2026-06-14

Full Conference Proceedings Volume

Conference Papers

  • Taste as an Analytical Lens for Students’ Interest in Technology Education

    Per Anderhag
    1-9
    DOI: https://doi.org/10.3384/ecp213.1418

  • Intimacy in Intra-Action with Students, Material, and Emotions in the Laboratory

    Kristina Andersson, Annica Gullberg, Jenny Ivarsson, Henni Söderberg, Anita Hussénius
    10-18
    DOI: https://doi.org/10.3384/ecp213.1413

  • The Pedagogy for Technology Education In Search of a Rigorous Theoretical Framework

    Piet Ankiewicz
    19-33
    DOI: https://doi.org/10.3384/ecp213.1431

  • Laughing at Energy Solutions Humour, Expertise, and Belonging in Engineering Culture

    Maria Berge, Johanna Lönngren
    34-41
    DOI: https://doi.org/10.3384/ecp213.1433

  • Studying and Comparing Students’ Collaborative Practices in a Design Project

    Jonte Bernhard, Jacob Davidsen
    42-53
    DOI: https://doi.org/10.3384/ecp213.1465

  • From AI to Critical Thinking Teacher Students’ Analyses of Copilot-Generated Technology Stories

    Johan Boström, Cecilia Axell
    54-63
    DOI: https://doi.org/10.3384/ecp213.1390

  • Understanding Sustainability as a Concept Within R&D Design Projects

    Ward Brouwers, Snjezana de Haan-Topolscak, Anna Hotze, Marc de Vries
    64-74
    DOI: https://doi.org/10.3384/ecp213.1281

  • Adaptive Comparative Judgement A Method in Search of a Theory in Need of an Instrument

    Jeffrey Buckley, Richard Kimbell
    75-87
    DOI: https://doi.org/10.3384/ecp213.1434

  • Comics as Social Innovation

    Jane Burns, Niall Seery, Anne Looney, Michael Flannery
    88-101
    DOI: https://doi.org/10.3384/ecp213.1521

  • Collaborative Problem-Solving in Primary Technology Education An Interactional Analysis of Model Construction Tasks Across Cognitive Load

    Milorad Cerovac, Therese Keane
    102-115
    DOI: https://doi.org/10.3384/ecp213.1520

  • Ally Rather Than Mere Utility: Reimagining the Teacher and Generative Artificial Intelligence Relationship in Design Education

    Chris Chimwayange
    116-131
    DOI: https://doi.org/10.3384/ecp213.1463

  • The Use of a User in Design Projects

    Björn Citrohn
    132-141
    DOI: https://doi.org/10.3384/ecp213.1405

  • Fashion, Sustainability and Textiles Education in England A Scoping Review, Curriculum Analysis and Evidence Base for Reform

    Sarah Davies, Dr Naomi Braithwaite
    142-153
    DOI: https://doi.org/10.3384/ecp213.1516

  • Descriptions of Concept 'Research within Design' in STEM Design Projects

    Snjezana de Haan-Topolscak, Anna Hotze, Marc de Vries
    154-163
    DOI: https://doi.org/10.3384/ecp213.1282

  • Understanding the Invisible Fostering Students’ Structure-behaviour Reasoning with Multi-level Thought by Using Design

    Sebastiaan de Lavoir, Glenn Visker, Marie-Jetta den Otter, Erik Barendsen, Marc de Vries
    164-175
    DOI: https://doi.org/10.3384/ecp213.1501

  • Investigating the Theoretical Grounding of Questionnaires to Study Technology and Engineering Career Choice

    Hanne Deprez, Cristina Simarro Rodriguez
    176-187
    DOI: https://doi.org/10.3384/ecp213.1392

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

    Adri Du Toit, Alison Hardy
    188-196
    DOI: https://doi.org/10.3384/ecp213.1425

  • Scaffolding and Questioning in Engineering Design-Oriented STEM: A Qualitative Analysis of High School Technology Teachers’ Pedagogical Strategies and Perspectives

    Szu-Chun Fan
    197-206
    DOI: https://doi.org/10.3384/ecp213.1447

  • “Technology is Like My Thing”: Swedish Preschool Children’s Digital Competence in Using an Infrared Camera

    Jeanni Flognman, Janni Karlsson, Jesper Haglund
    207-217
    DOI: https://doi.org/10.3384/ecp213.1506

  • Where’s the Beef? A Systematic Literature Review of the Relationship Between Technology Education and Student Achievement

    David Gill, Sana Jamil
    218-232
    DOI: https://doi.org/10.3384/ecp213.1267

  • Gender and Diversity Awareness Among STEAM Teachers Perspectives for Gender- and Diversity-Sensitive Technical Education

    Sebastian Goreth, Tim Lutz
    233-242
    DOI: https://doi.org/10.3384/ecp213.1439

  • Instruments to Assess the Pedagogical Content Knowledge (PCK) of Technology Student Teachers

    Rina Grobler, Piet Ankiewicz
    243-260
    DOI: https://doi.org/10.3384/ecp213.1420

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

    Annica Gullberg, Kristina Andersson, Maria Sundler
    261-269
    DOI: https://doi.org/10.3384/ecp213.1414

  • Teaching Ethics of Technology in Swedish Secondary Education

    Oskar Hagvall Svensson
    270-278
    DOI: https://doi.org/10.3384/ecp213.1442

  • Technology and Engineering for Integrated STEM Synthesised Findings from a Research Programme on Authentic STEM Education

    Jonas Hallström, Charlotta Nordlöf, Per Norström, Konrad J. Schönborn
    279-288
    DOI: https://doi.org/10.3384/ecp213.1258

  • Technology Education Meets Invention Education Towards Authentic Design and Problem Solving in School

    Jonas Hallström, Adam Maltese
    289-298
    DOI: https://doi.org/10.3384/ecp213.1563

  • Investigating the Link Between Professional Vision and Professional Action in Technology Education

    Dani Hamade, Sebastian Goreth
    299-314
    DOI: https://doi.org/10.3384/ecp213.1443

  • Curriculum Integration Through Permaculture Gardening

    Tamsin Hanly, Ruth Lemon
    315-328
    DOI: https://doi.org/10.3384/ecp213.1254

  • Establishing an International Comparative Framework for Design and Technology Education A Multi-Jurisdiction Curriculum Analysis Methodology

    Alison Hardy, Adri Du Toit
    329-336
    DOI: https://doi.org/10.3384/ecp213.1426

  • What Constitutes an 'Authentic' Project Context in D&T Education?

    Dr Alison Hardy, Ngoc Quynh Nhu Vu, Dr Sarah Davies, Professor Kay Stables
    337-348
    DOI: https://doi.org/10.3384/ecp213.1470

  • Exploring Generative Artificial Intelligence in Upper Secondary Art and Design Education Developing Digital Competence and Critical Reflection

    Thelma Andrine Helland Gustavsen, Sofie Fliflet Sollie, Ingri Strand, Tore Andre Ringvold
    349-359
    DOI: https://doi.org/10.3384/ecp213.1469

  • Learning Value in Participating in a STEAM Competition An Example of iSTEAM-PowerTech

    Jon-Chao Hong, Chi-Ruei Tsai, Chi-Chin Wong
    360-372
    DOI: https://doi.org/10.3384/ecp213.1456

  • Topics in Technology Education Textbooks from Germany

    Tillmann Hoyer, Isabelle Penning
    373-385
    DOI: https://doi.org/10.3384/ecp213.1263

  • Observations as a Method in Practice-Based STEM Research

    Helena Isaksson Persson, Marie Danielsson, Cecilia Kozma, Tanja Kramer Nymark
    386-397
    DOI: https://doi.org/10.3384/ecp213.1458

  • An International Modified Delphi Study on Validating the Concept and Components of Digital Literacy

    Hanul Jang, Ingyu Go, Jiyeon Choi
    398-412
    DOI: https://doi.org/10.3384/ecp213.1472

  • Authentic Users as Catalysts for Human-Centred Design Inquiry in Key Stage 3 Design and Technology

    Philip A. Jones, Matt McLain
    413-424
    DOI: https://doi.org/10.3384/ecp213.1257

  • Can a Bestiary of Metaphors Help us to See Ourselves in Relation to Sustainability?

    Steve Keirl, Maria Svensson
    425-433
    DOI: https://doi.org/10.3384/ecp213.1436

  • Dialogue and Variation as a Didactic Model in Technical Vocational Education

    Nina Kilbrink, Stig-Börje Asplund
    434-443
    DOI: https://doi.org/10.3384/ecp213.1424

  • Community Involvement as a Resource for Teachers’ Professional Practices in Technology Education Projects for Young Learners

    Arttu Korkeaniemi, Eila Lindfors, Leena Kiviranta
    444-455
    DOI: https://doi.org/10.3384/ecp213.1513

  • Inspiring Youth To Programming Through Engagement With Space Technology

    Cecilia Kozma, Tanja Kramer Nymark
    456-466
    DOI: https://doi.org/10.3384/ecp213.1473

  • Redefining Technology in Rural STEM: School Leaders’ Perspectives on AI

    Chih-Jung Ku
    467-481
    DOI: https://doi.org/10.3384/ecp213.1466

  • Towards a Framework of Knowing in Technical Vocational Education and Training (VET)

    Andreas Larsson, Emelie Fälton, Nina Kilbrink
    482-491
    DOI: https://doi.org/10.3384/ecp213.1398

  • Design, Control and Experimental Validation of a Wireless Power Transfer Charger A Pedagogical Approach

    Abdellah Lassioui, Hassan El Fadil, Brahim El Fadil, Ahmed Mohamed Hamed, Mohammed Chiheb
    492-506
    DOI: https://doi.org/10.3384/ecp213.1525

  • Pedagogy of the Self Reflective Becoming in Technology Teacher Education

    Ross Leacy
    507-516
    DOI: https://doi.org/10.3384/ecp213.1511

  • Preliminary Effects of STEAM Programs on Students’ Career Variables in the Republic of Korea’s K-12 Classrooms: Meta-analysis and Systematic Literature Review

    Yubin Lee, Hyuksoo Kwon
    517-537
    DOI: https://doi.org/10.3384/ecp213.1396

  • Workforce Development for Emerging STEM Career Areas: Upper Primary Student Career Perceptions in Microelectronics

    Yubin Lee, Deana M. Lucas, Greg J. Strimel, Silas Owen, Morgan M. Hynes, Selcen Guzey, Tamara J. Moore
    538-556
    DOI: https://doi.org/10.3384/ecp213.1395

  • Rethinking Vocational and Academic Pathways in Senior Secondary Education

    Ruth Lemon, Kerry Lee, Richard Edwards
    557-567
    DOI: https://doi.org/10.3384/ecp213.1253

  • Analysing Teaching Materials for Interdisciplinary Technology Education through a Didactic Model

    Helena Lennholm, Susanne Engström
    568-579
    DOI: https://doi.org/10.3384/ecp213.1416

  • Technology Education Across Boundaries The 'Project Approach in Learning' Model for Cultivating Engineering Thinking

    Wai Yip Antony Leung, Hoi Yan Keynes Yau
    580-593
    DOI: https://doi.org/10.3384/ecp213.1421

  • Technology Education Inspires Innovation: The Value and Framework of Engineering Thinking

    Wai Yip Antony Leung, Hoi Yan Keynes Yau
    594-605
    DOI: https://doi.org/10.3384/ecp213.1422

  • Generative Artificial Intelligence in STEM Learning Assessment A Technology Education Perspective

    Kuen-Yi Lin, Chia-Pin Kao
    606-616
    DOI: https://doi.org/10.3384/ecp213.1269

  • Student-Generated Visualisations and the Development of Technological Literacy in Technology Education

    Johan Lind
    617-627
    DOI: https://doi.org/10.3384/ecp213.1250

  • Bringing the Philosophy of Technology into Dialogue with Educational Practice Reflections on Artificial Intelligence in Technology Education

    Louise Lundberg, Jonas Hallström
    628-637
    DOI: https://doi.org/10.3384/ecp213.1283

  • Decoding Design Thinking: Deepening the Lens on Values and Capabilities

    Liam Maquet, Rónán Dunbar, Jeffrey Buckley
    638-647
    DOI: https://doi.org/10.3384/ecp213.1502

  • ‘You Are Just a Teacher’: A Researcher’s Insider Perspectives During a Collaboration with Teachers While Designing and Implementing a Student Renewable Energy Technology Project

    Øyvind Mathisen
    648-659
    DOI: https://doi.org/10.3384/ecp213.1481

  • Teachers’ Conceptualisations of Spatial Ability & Implications for STEM

    Meryn McNea, David Tanner , Diarmaid Lane , Reena Cole
    660-671
    DOI: https://doi.org/10.3384/ecp213.1397

  • Exploring the Participation of Students with Additional Educational Needs in STEM Education A Scoping Review

    Maria McCarthy, Donal Canty, Nicolaas Blom
    672-682
    DOI: https://doi.org/10.3384/ecp213.1423

  • Investigating the Progression of Students’ Designerly Capability in Technology Education through a Grounded Theory Project

    Manus McDyer, Nicolaas Blom, Jeffrey Buckley
    683-692
    DOI: https://doi.org/10.3384/ecp213.1402

  • Technologies in Scotland’s Curriculum for Excellence 2011-2025 From “Time for Change?” to “Time for Action”

    Caroline McFarlane
    693-704
    DOI: https://doi.org/10.3384/ecp213.1435

  • From Handwork to Human Capital A Discourse Analysis of Design and Technology Education Policy in England, 1900 to the Present

    Matt McLain
    705-717
    DOI: https://doi.org/10.3384/ecp213.1246

  • Mapping Subjective Perspectives in Technology, Engineering and/or Design Education Part II of a Primer Series Outlining a Worked Example of Q Methodology in Practice

    Matt McLain
    718-732
    DOI: https://doi.org/10.3384/ecp213.1251

  • The Rise and Fall (and Recovery?) of Design and Technology Examination Entries in England Over Three Decades A Statistical Analysis

    Matt McLain
    733-746
    DOI: https://doi.org/10.3384/ecp213.1266

  • The Digital Shift and AI Integration in Undergraduate Education: Exploring Learning Experiences Across STEM and Non-STEM Disciplines

    Sumaiya Muneer, Hiba Jafer, Mohammed Osama Elnajjar, Hind Salah Abdulbagi, Jolly Bhadra
    747-759
    DOI: https://doi.org/10.3384/ecp213.1449

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

    Hisashi Nakahara, Tetsuya Uenosono, Keita Sera, Jun Moriyama
    760-770
    DOI: https://doi.org/10.3384/ecp213.1451

  • Assessing the Engineering Design Process in Technology Education Insights from Swedish Teachers

    Charlotta Nordlöf
    771-780
    DOI: https://doi.org/10.3384/ecp213.1270

  • Expanded PBL Curriculum Model for Diverse Educational Settings Responding to the Needs of Engineering Education

    Sean O'Connor, Jason Power, Nicolaas Blom
    781-792
    DOI: https://doi.org/10.3384/ecp213.1478

  • Artificial Intelligence in Primary Science and Technology Education with a Focus on Implementation of AI in a Learning Context: Results of a Scoping Review

    Malin Osnabrügge, Claudia Tenberge, Sabine Fechner
    793-810
    DOI: https://doi.org/10.3384/ecp213.1505

  • Mapping Student Motivation Across a Long-Format Transdisciplinary Design Project A Work-In-Progress Study

    Silas Owen, Greg Strimel, Deana Lucas
    811-821
    DOI: https://doi.org/10.3384/ecp213.1432

  • Making A Makerspace The Innervate Lab as A Reimagined Technology Education Space

    Raaghav Pandya, Euisuk Sung, Caroline Darin
    822-833
    DOI: https://doi.org/10.3384/ecp213.1428

  • Navigating the Tension Between Confidence-Building and Professional Responsibility in Technology Teacher Education

    Anna Perez
    834-843
    DOI: https://doi.org/10.3384/ecp213.1457

  • Exploring the Affective Domain in Technology Education A Constructivist Grounded Theory Approach

    Sheila Plunkett, Dr Rónán Dunbar, Niall Seery
    844-856
    DOI: https://doi.org/10.3384/ecp213.1503

  • Towards Reflective Incorporation of Generative AI in Design Practice and Education

    Andreea-Roxana Popescu, Alice Schut, Christian Detweiler
    857-867
    DOI: https://doi.org/10.3384/ecp213.1476

  • Reflection as a Mirror of Learning Examining Course and Program Goal Alignment in Interdisciplinary STEM Education

    Noa Ragonis, Osnat Dagan, Dafna Goldman
    868-886
    DOI: https://doi.org/10.3384/ecp213.1410

  • The Relationship Between Computational Thinking and Design: Insights from the Implementation of the 4P4CT Pedagogical Framework

    Noa Ragonis, Orit Hazzan
    887-901
    DOI: https://doi.org/10.3384/ecp213.1412

  • Balancing Generative AI use in Creative Processes How Teachers and Students Adopt Emerging Technology in an Educational Context

    Tore Andre Ringvold, Ingri Strand, Peter Andre Haakonsen, Stephanie Hoebeke
    902-912
    DOI: https://doi.org/10.3384/ecp213.1468

  • Reframing Engineering Literacy: A Comparative Synthesis of International Competence Frameworks

    Lennart Rohlfs, Jan Landherr
    913-923
    DOI: https://doi.org/10.3384/ecp213.1475

  • The Problem Space A Tool for Teaching and Learning Programming

    Lennart Rolandsson
    924-935
    DOI: https://doi.org/10.3384/ecp213.1252

  • Early Robotics A Case Study of Technology Education in Pre-Primary Education

    Marja-Leena Rönkkö, Juli-Anna Aerila
    936-945
    DOI: https://doi.org/10.3384/ecp213.1529

  • Structured Making in Technology Education Conceptual Foundations and Initial Insights from a Maker Task

    Marius Rothe
    946-955
    DOI: https://doi.org/10.3384/ecp213.1514

  • Spiral Curricula for 21st-Century Technology Education Fostering Digital and Mechanical Technology Problem-Solving

    Nele Schemel, Claudia Tenberge
    956-968
    DOI: https://doi.org/10.3384/ecp213.1400

  • The Role of Teachers’ Interest and Self-Efficacy in Implementing Technological Topics in Primary Education

    Lea Schneider, Claudia Tenberge
    969-979
    DOI: https://doi.org/10.3384/ecp213.1419

  • “They Really Need to Handle, Inspect, and Experience Things” On Teachers’ Practices and Strategies to Teach Technology Inclusively at Primary Level

    Franz Schröer, Claudia Tenberge
    980-994
    DOI: https://doi.org/10.3384/ecp213.1455

  • How Do Design Students Use ChatGPT When Ideating?

    Alice Schut, Arnold-Jan Quanjer, Jos van Leeuwen, Christian Detweiler
    995-1010
    DOI: https://doi.org/10.3384/ecp213.1477

  • Post-Digital Images as Boundary Objects in STEAM Subject Art

    Charlotte Leonore Schwarz, Jan Guido Grünwald
    1011-1023
    DOI: https://doi.org/10.3384/ecp213.1411

  • From Using to Learning Educational Possibilities of 3D Printing in Technology Education through Design-Based Research

    Keita Sera, Shinichi Yamamoto, Hirotaka Hisamatsu, Tomohiro Shinya
    1024-1036
    DOI: https://doi.org/10.3384/ecp213.1523

  • Engineering Education Pedagogy and Practice within Newfoundland and Labrador’s Post-Secondary Engineering Curricula

    Hitesh Sharma
    1037-1047
    DOI: https://doi.org/10.3384/ecp213.1256

  • Secondary School Technology Teachers’ Views on the Core Ideas of Technology

    Cristina Simarro
    1048-1061
    DOI: https://doi.org/10.3384/ecp213.1417

  • Exploring Facilitators’ Beliefs of ‘Making’ in German Makerspaces

    Nikita Solodilow, Martin Fislake, Isabelle Penning
    1062-1073
    DOI: https://doi.org/10.3384/ecp213.1286

  • Implementing STEAM Education in Estonian Basic Schools: Smart Learning Materials for Experimentation and Exploration in Science, Creativity, and Innovation

    Mart Soobik, Mait Pinsel
    1074-1086
    DOI: https://doi.org/10.3384/ecp213.1427

  • Caught in an Epistemic Trap Why Economic Justifications Fail Design and Technology Education

    David Spendlove
    1087-1097
    DOI: https://doi.org/10.3384/ecp213.1445

  • A Vision for the Treatment of Technology Education within Integrated STEM

    Eamonn Stack Mulvihill, Clodagh Reid, Rónán Dunbar
    1098-1110
    DOI: https://doi.org/10.3384/ecp213.1444

  • A Phenomenographic Study of Chinese Junior Secondary School Students’ Conceptions of Technology

    Xun Su, Bangping Ding
    1111-1127
    DOI: https://doi.org/10.3384/ecp213.1512

  • Technical Blindness and the Limits of Artefact Thinking A STEAM-Based Pilot Study in Teacher Education

    Ulrika Sultan, Frida Olsson, Erik Sjöstedt
    1128-1138
    DOI: https://doi.org/10.3384/ecp213.1262

  • What is the Problem with Girls in Technology? A WPR Analysis of Intervention Research

    Ulrika Sultan
    1139-1148
    DOI: https://doi.org/10.3384/ecp213.1415

  • Raising Sustainability Consciousness: A Call to Action for the PATT Community

    Maria Svensson, Steve Keirl
    1149-1158
    DOI: https://doi.org/10.3384/ecp213.1437

  • The Journey from Liverpool to Norrköping: Taking Action to Challenge Technology Blindness Concerning Sustainability

    Maria Svensson, Steve Keirl, Nina Christensson, Magdalena Svanström
    1159-1167
    DOI: https://doi.org/10.3384/ecp213.1438

  • Creativity in Design & Technology

    Joanne Taylor, Dr HildaRuth Beaumont
    1168-1179
    DOI: https://doi.org/10.3384/ecp213.1527

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

    Sy-Yi Tzeng, Shao-An Chiu
    1180-1187
    DOI: https://doi.org/10.3384/ecp213.1518

  • Logics of Sustainability in Swedish Technology Education

    Stefan Westin
    1188-1197
    DOI: https://doi.org/10.3384/ecp213.1454

  • Contradictions and Trust Erosion How Generative AI Mediates Pupils' Educational Experience

    Mattias Wickberg Hugerth
    1198-1207
    DOI: https://doi.org/10.3384/ecp213.1249

  • From Quantitative Findings to Qualitative Insights Understanding Educational Logics in Makerspaces within an Extended 4C Framework

    Tobias Wiemer, Gergö Degen, Quirin Schuldt
    1208-1219
    DOI: https://doi.org/10.3384/ecp213.1261

  • Integrating Technical Expertise and Inclusive Pedagogy A Conceptual Model for Vocational Technology Teacher Education in China

    Jia Xu, P. John Williams
    1220-1232
    DOI: https://doi.org/10.3384/ecp213.1403

  • Exploring MUFY Students’ Perceptions of Gender Inclusivity and Engagement in Technology-Enhanced Learning

    Isabel Yee
    1233-1246
    DOI: https://doi.org/10.3384/ecp213.1401
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