[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-600413-en":59,"doc-seo-600413-105":80},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":72,"language":73,"language_code":74,"site_id":75,"html_lang":74,"table_of_contents":76,"faqs":77,"seo_title":78,"seo_description":66,"update_tm":79,"read_time":36},600413,962090893581,"OmBimo","https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Insights into Sustainable Development - Secondary School Students' Conversations about Product Life Cycles","This study examines how lower secondary school students discuss product life cycles in relation to sustainable development across economic, social, and ecological dimensions, and identifies traces of viewpoints emerging during those conversations. Production and consumption are treated as complex technological systems affecting nature and planetary well-being, requiring knowledge to support sustainability. Data from seven semi-structured interviews with 21 students in Sweden were analysed using thematic analysis, showing discussion across all three dimensions with differing emphases and varying perspective patterns.","Insights into Sustainable Development: Secondary School Students' Conversations about Product Life Cycles  \nMaria Sundler, KTH Royal Institute of Technology, Stockholm, Sweden Ellinor Hultmark, KTH Royal Institute of Technology, Stockholm, Sweden Susanne Engström, KTH Royal Institute of Technology, Stockholm, Sweden Helena Lennholm, KTH Royal Institute of Technology, Stockholm, Sweden Annica Gullberg, KTH Royal Institute of Technology, Stockholm, Sweden  \nAbstract  \nIn this study, we provide insights about secondary school students’ conversation about products’ life cycles in relation to three dimensions of sustainable development: economic, social, and ecological sustainable development but also what traces of view that appear in these conversations. Production and consumption are part of complex technological systems that affect nature and life on earth, and knowledge about these systems are required to achieve sustainable development. In technology education, students can have the opportunity to talk about products and their life cycles. Hence, this study aims to explore what emerges in students’ conversations about products’ life cycles in relation to sustainable development. Data collection was conducted in Sweden through seven semi-structured interviews, with in total 21 students participating in groups. All student responses have been analysed using thematic analysis to explore dimensions and views of sustainability. Results show that the students discuss with regard to all three dimensions of sustainable development. However, the phases of a product’s life cycle occur to varying extent within the different sustainability dimensions. Additionally, the students also connect dimensions with both harmonious and contrasting perspectives but also talk about the dimensions isolated. When participating students discuss, traces of mainly anthropocentric and technocentric view emerge. This has implications for technology education, where for example deliberative conversations can be used for engaging students in sustainable development.  \nKeywords  \nTechnology education, Sustainable development, Product life cycle, Student Conversations, Views on Sustainability  \nIntroduction  \nToday’s society is characterized by rapid consumption and increased production (Stables and Keirl, 2015), making the concept of the product life cycle in relation to sustainable development a centre of a gradually urgent discussion. These production and consumption patterns form complex technological systems that significantly impact the environment and overall planetary well-being. Growing awareness has highlighted that traditional consumption and production are not a reasonable path forward (United Nations, 2015) . Furthermore, to achieve Global Goal 12 of the Sustainable Development Goals, it is essential for people to have relevant information  \nand awareness to ensure sustainable consumption and production (Global Goal 12.8 in United nations, 2015) .  \nIn this context, education plays a critical role as a catalyst for change by building understanding and developing the skills needed to address these complex issues (UNESCO, 2005) . Within this, technology education plays a crucial role. Traditionally, technology subjects rests on a foundation of design and manufacture (McGarr and Lynch, 2021), where problem solving through product design is a reigning paradigm (Stables and Keirl, 2015) . However, evaluating technology and assessing its impact are also integral to curricula for technology education in for example Irland, New Zeeland, and Sweden (McGarr and Lynch, 2021; Ministry of Education, 2018; Skolverket, 2022) . Within this content, understanding of and knowledge about product life cycles is essential in conscious designing and evaluation of technology for sustainable development.  \nAdditionally, students should also develop skills and attitudes to foster sustainability awareness (Bianchi et al., 2022) . In today's society, we face a range of chal","cbCaitUCOV7Fg1wb","https://ap.wps.com/l/cbCaitUCOV7Fg1wb","pdf",307220,16,"English","en",105,"# Abstract\n# Introduction\n## Product life cycles and sustainable development\n## Role of technology education\n## Study aims and research expansion\n# Background\n## Sustainability competences and GreenComp","[{\"question\":\"What dimensions of sustainable development are used to analyse the students’ conversations?\",\"answer\":\"The analysis focuses on three dimensions: economic, social, and ecological sustainable development.\"},{\"question\":\"How was the data collected and analysed?\",\"answer\":\"Seven semi-structured interviews were conducted in Sweden with 21 students grouped together. The responses were analysed using thematic analysis.\"},{\"question\":\"What viewpoints emerge when students discuss product life cycles?\",\"answer\":\"The study reports traces of mainly anthropocentric and technocentric views, with students also connecting dimensions through both harmonious and contrasting perspectives.\"}]","Insights into Sustainable Development - Secondary School Students' Conversations about Product Life Cycles | PDF",1792090643,{"code":4,"msg":81,"data":82},"ok",{"site_id":75,"language":74,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"insights-into-sustainable-development-secondary-school-students-conversations-about-product-life-cycles","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":40,"@type":93,"position":98},"https://docshare.wps.com/document/research-report/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/insights-into-sustainable-development-secondary-school-students-conversations-about-product-life-cycles/600413/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":74,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/insights-into-sustainable-development-secondary-school-students-conversations-about-product-life-cycles/600413.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":118,"interactionType":119,"userInteractionCount":24},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What dimensions of sustainable development are used to analyse the students’ conversations?","Question",{"text":128,"@type":129},"The analysis focuses on three dimensions: economic, social, and ecological sustainable development.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"How was the data collected and analysed?",{"text":133,"@type":129},"Seven semi-structured interviews were conducted in Sweden with 21 students grouped together. 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