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The study develops a new framework before the National Curriculum revision, informed by a survey of 1,656 junior high students and validated through evaluations by JSTE members.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/development-of-a-new-framework-of-technology-and-engineering-education-technology-and-engineering-education-framework/600416/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/development-of-a-new-framework-of-technology-and-engineering-education-technology-and-engineering-education-framework/600416.png","ImageObject",300,407,{"name":42,"@type":43},"OmBimo","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why was a new framework for technology and engineering education developed in Japan?","Question",{"text":63,"@type":64},"The study highlights that, unlike other countries, Japan’s STEAM focus started after 2018, leaving the relationship to technology and engineering education insufficiently discussed. The framework aims to clarify and strengthen this role for curriculum reform.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the framework developed in the first stage of the study?",{"text":68,"@type":64},"The authors conducted a survey of 1,656 Japanese junior high school students about the status of Technology learning. The results showed positive attitudes but limited exploratory learning activities and weak linkage to design problem-solving for technological innovation and governance.",{"name":70,"@type":61,"acceptedAnswer":71},"How was the new framework evaluated and improved?",{"text":72,"@type":64},"A follow-up survey evaluated the framework with JSTE members on a four-point agreement scale. Many participants rated items at 3.00 or higher, while the concept of ‘Engineering’ scored 2.78 with larger variability, leading to a revised final version.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600416,1792144833,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Development of a new framework of Technology and Engineering Education by the Japan Society of Technology Education  \nJun Moriyama, Hyogo University of Teacher Education, Japan  \nToshikazu Yamamoto, Saitama University, Japan Hiroyuki Muramatsu, Shinshu University, Japan Hirotsugu Taguchi, Kumamoto University, Japan Tadashi Ohtani, Tokyo Gakugei University, Japan  \nPing Yang, Kumamoto University, Japan  \nAkira Kikuchi, Naruto University of Education, Japan  \nKoushi Ueno, Hakuoh University, Japan Yoichi Miyagawa, Iwate University, Japan  \nShigekazu Watanabe, National Institute for Educational Policy Research, Japan  \nAbstract  \nIt is considered important to clarify the role of technology and engineering education for evolving STEM/STEAM education in each country. However, in Japan, unlike in other countries, the focus on STEAM education began after 2018, so the relevance of STEAM education to technology and engineering education has not yet been fully discussed. Therefore, the Japan Society of Technology Education (JSTE) tried to develop a new framework of technology and engineering education for promoting STEAM education in Japan prior to the revision of the National Curriculum. First, we conducted a survey on 1,656 Japanese junior high school students about the status of ‘Technology’ learning. As a result, it was shown that Japanese students have a positive attitude of ‘Technology’ classes. However, there is a lack of learning activities related exploring technology, and design problem-solving is not adequately linked to abilities for technological innovation and governance. From this, we developed a new framework focused on enhancing exploratory activities and problem-solving related to engineering. The framework included the Triple-Loop Model as the engineering design process, the connections between physical and cyber technologies within that scope, and the learning model of STEAM education that centred on the engineering design process with various connections among all subject areas. Lastly, we conducted a survey to evaluate the new framework on JSTE members (four-point scale, agreement rating) . As a result, many received mean value of 3.00 or higher, showing that the participants agreed with the proposals. However, the concept of the term‘Engineering’ (2 .78) had a mean value of less than 3.00 and a larger SD than the others. Therefore, in the last version the concept of the term‘Engineering’was revised, and the framework was completed.  \nKeywords  \nThe Japan Society of Technology Education, Technology and Engineering Education, new framework, Japan  \nIntroduction  \nBackground and purpose of the study  \nAs STEM (Science, Technology, Engineering, Mathematics) / STEAM (Science, Technology, Engineering, Arts, Mathematics) education flourishes worldwide, the importance of technology and engineering education is increasing. The International Technology and Engineering Educators Association (ITEEA) states in the Standards for Technology and Engineering Literacy (STEL) that “Extensive changes have taken place in education in the past twenty years. There isan increased emphasis on design, and specifically on technology and engineering design, in the PreK-12 curriculum”(ITEEA, 2020, p.viii) . However, the role of technology and engineering education in STEM/STEAM education is sometimes underestimated. In the STEL, it is also mentioned,“In spite of this recognition, the role that technology and engineering play, and should play, in the education of PreK-12 students is often narrowly defined and misunderstood”(p.viii) . In such a situation, it is important to clearly define the role of technology and engineering education in STEM/STEAM education at an early stage for educational reform. This is one of the main reasons for the publication of STEL by ITEEA.  \nIn the case of Japan, since 2019, there has been an increasing focus on STEAM education within the Ministry of Education, Culture, Sports, Science and Technology (MEXT, 2019) .","cbCairlcyPqGf44r","https://ap.wps.com/l/cbCairlcyPqGf44r","pdf",680720,18,"English","# Abstract\n# Introduction\n## Background and purpose of the study\n## STEAM education context in Japan\n## Yakman and MEXT definitions of STEAM","[{\"question\":\"Why was a new framework for technology and engineering education developed in Japan?\",\"answer\":\"The study highlights that, unlike other countries, Japan’s STEAM focus started after 2018, leaving the relationship to technology and engineering education insufficiently discussed. The framework aims to clarify and strengthen this role for curriculum reform.\"},{\"question\":\"How was the framework developed in the first stage of the study?\",\"answer\":\"The authors conducted a survey of 1,656 Japanese junior high school students about the status of Technology learning. The results showed positive attitudes but limited exploratory learning activities and weak linkage to design problem-solving for technological innovation and governance.\"},{\"question\":\"How was the new framework evaluated and improved?\",\"answer\":\"A follow-up survey evaluated the framework with JSTE members on a four-point agreement scale. Many participants rated items at 3.00 or higher, while the concept of ‘Engineering’ scored 2.78 with larger variability, leading to a revised final version.\"}]","Development of a New Framework of Technology and Engineering Education - Technology and Engineering Education Framework | PDF",1792090648,45]