Editorial: Reconceptualising Engagement, Literacy and Integration in Technology Education
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Abstract
As the field of technology education continues to evolve in response to rapid technological, pedagogical, and societal change, it remains deeply concerned with questions of equity, conceptual understanding, and pedagogical coherence. The articles in this issue collectively contribute to the developing body of scholarship that interrogates how teachers and learners construct technological knowledge and identity, and how educational systems can better support these processes. Together, they reveal a shared preoccupation with the human dimension of technology education—how engagement, literacy, and learning unfold within complex social, cultural, and disciplinary contexts.
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