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Conceptualisation of technology education within the paradigm of sustainable development

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Abstract

This article addresses the issue of how sustainable development might be conceptualised and used to advance technology education practice. It is argued that a conceptualisation of sustainable development based on a combination of weak anthropocentrism and value based approaches within particular social, environmental and economic contexts provides the basis for establishing education for sustainable development (ESD) through technology education. It is argued that such an approach is in accord with the general push for a paradigm shift in curriculum development to meet future social needs. Moral values are proposed to be at the centre of teaching and learning in technology education. Examples of learning activities presented in the article illustrate the position and approach. A second issue addressed in the article concerns the role of teachers in the implementation of ESD. The argument advanced in the article, that this role is critical, is supported by the results of two research projects with in-service and pre-service teachers.

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  1. Griffith Institute for Educational Research, Brisbane, QLD, Australia

    Margarita Pavlova

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  1. Margarita Pavlova
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Pavlova, M. Conceptualisation of technology education within the paradigm of sustainable development. Int J Technol Des Educ 19, 109–132 (2009). https://doi.org/10.1007/s10798-008-9073-5

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