Underpinning The STEM Agenda Through Technological Textiles - An exploration of design technology teachers’ attitudes

Oct 15, 2026

This paper examines ongoing research on the role of design and technology education in emerging post-industrial economies, focusing on teachers’ perceptions of textile technology tied to the STEM agenda. It reports a second stage of a constructivist grounded theory programme using theoretically sampled data from an earlier phase. Findings indicate that integrating STEM-linked technological aspects strengthens design learning foundations. Without a STEM focus, the subject risks losing importance in UK school and college curricula amid economic uncertainty and possible national curriculum review.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Abstract

Introduction and context of the study

Research methodology

Research

Design and technology and relationship to changing technological needs

Underpinning The STEM Agenda Through Technological Textiles? An exploration of design technology teachers’ attitudes Chris Hughes, PhD student, Department of Education Research, Lancaster University Dawne Bell, Senior Lecturer, David Wooff, Senior Lecturer, Edge Hill University Abstract This paper discusses ongoing research into the role of design and technology education in emerging post industrial economies. Previous work (Hughes et al., 2010) focused on the changing characteristics of textiles technology in modern times and discussed how this could inform a design and technology curriculum related to the needs of a modern textile technology workforce. This current paper reports on the second stage of the grounded theory programme in which theoretically sampled data from the first phase provides the direction and purpose for the work presented here. Within this context, this research explores practising teachers’ perceptions of textile technology associated with the emergent STEM agenda. Data gathered supports the view that technological aspects of design and technology closely linked to the STEM agenda are needed to provide a firm foundation for the design aspects of the subject. Without a STEM focus, the subject may lose its hard won importance in the UK schools and colleges’ curriculum. This is especially the casein an economic climate in which curriculum design stakeholders may be forced to review the content of the national curriculum across all key stages as a whole. Key words STEM, textiles technology, design and technology pedagogy, teachers’ attitudes, constructivist grounded theory, theories-in-use Introduction and context of the study This paper questions the nature of design and technology in the UK schools’ curriculum. The work presented forms part of ongoing research into the role of design and technology in emerging post industrial economies, and argues the case for maintaining a STEM (Science, Technology, Engineering and Mathematics) focus to ensure its status in an era of political and economic uncertainty. Research is supported by empirical work into textile technology teachers' perceptions of STEM and our findings are discussed in terms of the following: (i) the current economic landscape and how this may affect the structure of the schools’ curriculum; (ii) the probable re-emergence of manufacturing industry as a catalyst for recovery and growth in the UK economy; (iii) how current economic issues may affect pupils’academic choices at the school, college and university level. Previous work (Hughes et al., 2010) argues that textile technology is an essential subject to introduce pupils to the types of technology encountered in modern industrial and business environments. However, it is suggested that in order for the subject to become applicable to a modern school curriculum it should retain a technological focus and that the technological features of the subject should be tightly coupled to the design function. For example, the subject could combine design creativity, knowhow and application with an understanding of textile issues such as needle heating and seam pucker, the mechanics of the fabric/machine interface, the effects of automated equipment on design decisions and how advances in operations management may affect design thinking. The research methodology selected for the programme is constructivist grounded theory (Charmaz, 2005, 2006) in which theoretical sampling, memo-writing and concurrent data gathering and analysis have been used to enter the research field, provide direction for the study and help build an understanding of how the realities of design and technology teaching relate to wider economic issues. This paper illustrates how we are using the research programme to develop design and technology teachers’awareness of STEM issues and encouraging them to think critically about STEM in their own curriculum delivery. This approach relates to the notion of reflexive

FAQs

What is the main focus of the research paper?

The paper explores practicing teachers’ perceptions of textile technology connected to the emergent STEM agenda within design and technology education.

What research approach and data process does the paper describe?

It uses constructivist grounded theory with theoretically sampled data, memo-writing, and concurrent data gathering and analysis to guide the study.

Why does the paper argue for maintaining a STEM focus in the curriculum?

It argues that without STEM emphasis, the subject may lose its hard-won importance in UK schools and colleges, especially under political and economic uncertainty.

Oct 15, 2026

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