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Research on how such skills function in technology education is extensive, yet teacher perspectives remain comparatively underexplored. This article investigates Swedish compulsory-school technology teachers’ views on problem-solving and critical thinking as curriculum components and teaching targets.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/design-system-value-the-role-of-problem-solving-and-critical-thinking-capabilities-in-technology-education-as-perceived-by-teachers/599853/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/design-system-value-the-role-of-problem-solving-and-critical-thinking-capabilities-in-technology-education-as-perceived-by-teachers/599853.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the article’s main purpose?","Question",{"text":112,"@type":113},"To examine Swedish compulsory school technology teachers’ views on problem-solving and critical thinking as curriculum components and as skills addressed in teaching.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many teachers participated, and how were data collected?",{"text":117,"@type":113},"Twenty-one teachers participated in in-depth qualitative interviews.",{"name":119,"@type":110,"acceptedAnswer":120},"What three approaches to teaching in a critical thinking and problem-solving mode were identified?",{"text":121,"@type":113},"The findings describe three approaches: the design approach, the systems approach, and the values approach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599853,1792166965,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Design, system, value: The role of problem-solving and critical thinking capabilities in technology education, as perceived by teachers  \nPatrick Schooner, Dept. of Social and Welfare Studies, Linköping University, Sweden Charlotta Nordlöf, Dept. of Social and Welfare Studies, Linköping University, Sweden Claes Klasander, Dept. of Social and Welfare Studies, Linköping University, Sweden Jonas Hallström, Dept. of Social and Welfare Studies, Linköping University, Sweden  \nAbstract  \nThe Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skillset of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st Century skill. There are also those who question the concept of 21st Century skills, claiming that, although very important, these skills are in fact old and have been around for decades, or even centuries. Therefore, in many countries, skills such as critical thinking and problem-solving are already addressed in technology education as part of the core subject matter, especially regarding competencies connected to technological literacy. Critical thinking and particularly problem-solving have been well researched in technology education, but seldom from the teacher’s point of view.  \nThe aim of this article is to investigate Swedish compulsory school technology teachers’ views on problemsolving and critical thinking as curriculum components and as skills addressed in teaching. Twenty-one teachers were subjected to in-depth qualitative interviews. The findings of the study show that the interviewed teachers can be said to express three approaches to teaching about technology in a critical thinking and problem-solving mode: (1) the design approach, (2) the systems approach, and (3) the values approach. Even though the present Swedish technology curriculum does not explicitly mention these skills, the teachers say they incorporate critical thinking and problem-solving in different settings within the subject of technology. Problem-solving and critical thinking are not seen as generic capabilities but they are always connected to, and integrated with, subject content in technology by the teachers. The teachers mix the approaches depending on the teaching content, especially when teaching about complex technology, although there is a tendency to disregard critical thinking capabilities when dealing with design, and neglect problem-solving skills when addressing values.  \nKey words  \nproblem-solving; critical thinking; technology education; 21st century skills; design; system; value; technology teachers; Sweden  \nIntroduction  \nThe Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st Century citizenship and life-long learning, advocating a generic skillset of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st Century skill (Binkley et al., 2012) . There are also those who question the concept of 21st Century skills, claiming that, although very important, these skills are in fact old and have been around for decades, or even centuries (see, for example, Kirschner, 2015) .  \nIn many countries, therefore, these skills are already addressed in technology education as a part of the core subject matter, especially regarding competencies connected to technological literacy (Avsec & Jamsek, 2016; Jones, Buntting & de Vries, 2013; Pearson, 2007; Pearson & Young, 2002) . Although hidden under different labels, 21st Century skills have been part of the Swedish technology curriculum for the compulsory school for the past decades as core capabilities such as critical thinking and problem-solving. The current Swedish curriculum for the subject of technology focuses on identifying problems and finding t","cbCaikITTzGAYK6p","https://ap.wps.com/l/cbCaikITTzGAYK6p","pdf",778791,16,"English","# Introduction\n## Background: 21st-century skills and technology education\n# Study Aim and Method\n## Research purpose\n## Data collection: in-depth qualitative interviews\n# Findings: Three Teaching Approaches\n## Design approach\n## Systems approach\n## Values approach\n# Implications for Curriculum and Classroom Practice\n## Integration with subject content\n## Patterns and tendencies in teachers’ emphasis","[{\"question\":\"What is the article’s main purpose?\",\"answer\":\"To examine Swedish compulsory school technology teachers’ views on problem-solving and critical thinking as curriculum components and as skills addressed in teaching.\"},{\"question\":\"How many teachers participated, and how were data collected?\",\"answer\":\"Twenty-one teachers participated in in-depth qualitative interviews.\"},{\"question\":\"What three approaches to teaching in a critical thinking and problem-solving mode were identified?\",\"answer\":\"The findings describe three approaches: the design approach, the systems approach, and the values approach.\"}]","Design, system, value - The role of problem-solving and critical thinking capabilities in technology education, as perceived by teachers | PDF",1792089563]