Although the innovative developments brought about by the development of technology had an impact on the teaching methods, the sustainability of technology education was dependent on a conventional notion of craft and the methods used to teach it. It is essential to provide young people, both boys and girls, with a comprehensive knowledge foundation and a fundamental grasp of technology for their future well-being in terms of economic and social growth. To describe potential changes in teachers' notions linked to the teaching techniques of technology and to investigate teachers' opinions on those methods, teachers' assessments of technology and craft education from 2 distinct periods are contrasted in light of 2 distinct national curricula. Critical thinking and knowledge, problem-solving and knowledge, value preference and knowledge, problem-solving and critical thinking, and value preference and issue solving on sustainable development all had a substantial and positive association. Additionally, problem-solving in sustainable development affects knowledge, value choice, and critical thinking. The significance of SD elements being integrated into education at all levels was determined based on the findings.
Key words: teaching, technology education, sustainability, teaching methods,
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