A comparison of Irish and Swedish technology curricula

Focus, form and function

Bibliographic Data

ID22417646
AuthorsJason Power (0000-0002-9082-7380, University of Limerick, corresponding author), Sean O'Connor (0000-0001-5069-5953, University of Limerick), Jeffrey Buckley (0000-0002-8292-5642, Linköping University), Charlotta Nordlöf (0000-0002-6177-3897, Linköping University), Jonas Hällström (0000-0003-0829-3349, Linköping University)
Year2026
Publication date2026-05-19
Open AccessYes
TypeARTICLE
VenueInternational Journal of Technology and Design Education (JOURNAL)
Journal identifiersISSN: 0957-7572 • E-ISSN: 1573-1804
PublisherSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s10798-026-10103-9
OpenAlexW7161632028
LanguageEN
References cited38

Technology education varies significantly across national jurisdictions, reflecting diverse philosophical and historical trajectories. This study presents a comparative analysis of the intended technology curricula for lower secondary education in Ireland and Sweden. Using the three part heuristic framework for technology education, the research examines the distribution of learning outcomes across three categories which consist of technical skills, technological scientific knowledge, and socio ethical technical understanding. A qualitative content analysis was conducted on the subject specifications for the four Irish technology subjects, Applied Technology, Engineering, Graphics, and Wood Technology, alongside the single Swedish Technology subject. The findings reveal a marked divergence in pedagogical priorities between the two nations. Irish curricula are characterised by a high concentration of technical skills, particularly in Engineering and Graphics, where socio ethical considerations are notably minimal or absent. In contrast, the Swedish curriculum places a significantly higher emphasis on socio ethical understanding and the societal impact of technology, reflecting a more balanced epistemological profile. These results suggest a technical dominance within the Irish suite that potentially limits the development of holistic technological literacy. The paper concludes by discussing the implications of these findings for the ongoing redevelopment of the Irish Senior Cycle. It advocates for a more balanced integration of ethical and critical perspectives to ensure that students are prepared for the complexities of a contemporary technological society.

Curriculum · Higher education · Irish · Philosophy of technology · Science education · Technological change · Technology education · Nanotechnology research and applications · Science Education and Pedagogy · Science Education and Perceptions

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