Technological education challenge: an European perspective

Abstract

This paper is a reflection on Technological education in the light of the changes that this subject has undergone recently. The first part of the paper provides a theoretical presentation of Technological education from a European perspective. Then a more specific exploration is developed focussing on the middle schools in two selected contexts (France and Italy), considered here as examples of curriculum. Finally, the implications of this subject on current society are explored. The reality in which we live is becoming increasingly complex, with a central role given to technology. This technological environment has become particularly rich only recently, if we consider the long line of history (Lilley, 1970). The wide range of applications of technology, such as biotechnology, medical implants, and genetics innovation highlights the hybrid development of the high-technology environment in which we live (Johansson, 2009). Despite the pervasiveness of technology in everyday life, there is a global trend of youth disaffection with the study of technological subjects (Ardies, De Maeyer & van Keulen, 2015). However, technological and scientific understanding and skills are key competencies for the future (Feinstein, 2010; Fourez, 1994), enabling students to think critically and creatively with respect to the twenty-first century problems and challenges (Bellanca & Brandt, 2010; Shamos, 1995;).