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Key Competencies for Sustainable Development in Technology Education -- From Preschool through Secondary School

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Title: Key Competencies for Sustainable Development in Technology Education -- From Preschool through Secondary School
Language: English
Authors: Pernilla Sundqvist (ORCID 0000-0003-4559-3500), Susanne Engström
Source: International Journal of Technology and Design Education. 2026 36(4):1553-1576.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Education Level: Early Childhood Education
Preschool Education
Elementary Secondary Education
Descriptors: Technology Education, Sustainable Development, Preschool Education, Elementary Secondary Education, Minimum Competencies, Foreign Countries, Core Competencies
Geographic Terms: Sweden
DOI: 10.1007/s10798-026-10064-z
ISSN: 0957-7572
1573-1804
Abstract: Key competencies for sustainability (KCS) have been identified as essential for individuals to develop in order to address the complex and interconnected challenges of modern society, many of which involve technology in various ways. Education at all levels--from early childhood to higher education--should provide opportunities for students to cultivate these competencies. This study explores how education prior to university (from preschool to secondary school) can create opportunities for young people to develop KCS, with a particular focus on the subject of technology. The research questions guiding this study are: (1) which KCS are included and taught in technology education at the preschool, primary, and secondary levels? (2) what does the progression of KCS in technology look like from preschool through primary and secondary school? To address these questions, we conducted a systematic literature review and analysed Swedish curriculum documents. The findings reveal that all eight KCS outlined by UNESCO (2017) are relevant and can be developed within technology education at the preschool, primary, and secondary school levels. However, three of the KCS are particularly prominent in the Swedish technology curriculum, while international research studies highlight the relevance of four competencies to technology education. We also identified a progression in KCS development described in the literature, which begins with a focus on "soft" transversal competencies during the early years and advances toward more disciplinary competencies in later years. Finally, we highlight significant gaps in existing research that warrant further investigation.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1510853
Database: ERIC
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  Data: Key Competencies for Sustainable Development in Technology Education -- From Preschool through Secondary School
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  Data: <searchLink fieldCode="AR" term="%22Pernilla+Sundqvist%22">Pernilla Sundqvist</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4559-3500">0000-0003-4559-3500</externalLink>)<br /><searchLink fieldCode="AR" term="%22Susanne+Engström%22">Susanne Engström</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Technology+and+Design+Education%22"><i>International Journal of Technology and Design Education</i></searchLink>. 2026 36(4):1553-1576.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Technology+Education%22">Technology Education</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+Development%22">Sustainable Development</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Minimum+Competencies%22">Minimum Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Core+Competencies%22">Core Competencies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: 10.1007/s10798-026-10064-z
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  Data: 0957-7572<br />1573-1804
– Name: Abstract
  Label: Abstract
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  Data: Key competencies for sustainability (KCS) have been identified as essential for individuals to develop in order to address the complex and interconnected challenges of modern society, many of which involve technology in various ways. Education at all levels--from early childhood to higher education--should provide opportunities for students to cultivate these competencies. This study explores how education prior to university (from preschool to secondary school) can create opportunities for young people to develop KCS, with a particular focus on the subject of technology. The research questions guiding this study are: (1) which KCS are included and taught in technology education at the preschool, primary, and secondary levels? (2) what does the progression of KCS in technology look like from preschool through primary and secondary school? To address these questions, we conducted a systematic literature review and analysed Swedish curriculum documents. The findings reveal that all eight KCS outlined by UNESCO (2017) are relevant and can be developed within technology education at the preschool, primary, and secondary school levels. However, three of the KCS are particularly prominent in the Swedish technology curriculum, while international research studies highlight the relevance of four competencies to technology education. We also identified a progression in KCS development described in the literature, which begins with a focus on "soft" transversal competencies during the early years and advances toward more disciplinary competencies in later years. Finally, we highlight significant gaps in existing research that warrant further investigation.
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      – SubjectFull: Preschool Education
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      – SubjectFull: Elementary Secondary Education
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