Bridging Theory and Practice in Technologies Education: Supporting Student Agency Through Pedagogical and Technological Frameworks

Abstract

Bridging theory and practice in Technology education remains a challenge for many educators in primary and secondary contexts. While theoretical models offer valuable insights, classroom application requires careful consideration. This article explores how key philosophical and pedagogical frameworks, including Constructionism, Social Constructivism and values-led approaches foregrounding ethics, sustainability, and critical thinking, inform hands-on teaching that supports creativity, problem-solving, and meaningful engagement with technology.

Focusing on project- and inquiry-based learning, we synthesise literature showing how these approaches promote authentic, student-centred engagement. We also consider the contribution of Indigenous technological knowledge systems, illustrating how culturally grounded perspectives sustain community-driven design and enrich ethical practice.

These perspectives have important implications for teachers and students. In contemporary Technology education, educators must move beyond ‘telling’ to facilitating Design thinking, problem-solving, and critical inquiry, guiding students to engage in hands-on, iterative learning. Students take on a more active role, constructing knowledge through experimentation, collaboration, and reflective practice. By shifting from passive recipients to innovators and ethical decision-makers, students develop skills in technology use, critical thinking, creativity and adaptability.

Technology education therefore equips students with both technical knowledge and the agency to situate it within broader ethical and cultural contexts, preparing them to shape sustainable technological futures.