We are looking forward to welcoming you to our July research discussion.
Discussion 1. A scoping review of pedagogy and learning in Secondary Design and Technologies education – Jen Palisse, Amanda Peters, Jinny Kim, Anna Wylie, John Cripps Clark, Deakin University.
Design & Technologies is a school subject in many secondary school systems in which students design and produce solutions to design challenges, using materials, tools, and technologies within structured design thinking processes. This scoping review examined how pedagogical approaches and student learning outcomes are represented in research on secondary Design & Technologies education. 40 studies published between 2002 and 2025 were identified through systematic database searches and analysed thematically.
We found that the reported classroom pedagogy is commonly organised around explicit design cycles, teacher scaffolding, collaboration, and engagement with materials. Learning outcomes are most frequently framed in terms of creativity, autonomy, engagement, and iterative thinking. Asymmetry was identified between pedagogy and outcomes: while instructional accounts often emphasised technological tools and material processes, reported outcomes disproportionately foregrounded dispositional and process-oriented competencies rather than technological mastery. Autonomy was one of the few outcomes that appeared consistently in both descriptions of teaching and reports of student learning outcomes.
The literature is characterised by descriptive qualitative designs, with limited systematic operationalisation of pedagogy or learning. The review highlights the need for clearer conceptualisation of both pedagogies and learning outcomes and more rigorous study designs to support cumulative knowledge development in Design & Technologies education.
Discussion 2. Exploring the Impact of the Girls as Leaders in STEM (GALS) program on Regional Girls’ Self-concept – Lihua Xu, Linda Hobbs, Paige Milles and Krissy Hill, Deakin University.
The Girls as Leaders in STEM (GALS) program, established in 2019 and implemented across regional Victoria, is designed to address gender disparity in STEM by fostering Years 5-8 girls’ leadership and identity in STEM through industry-inspired, creative problem-solving. This presentation explores the impact of program between 2023-2025 using a mixed-methods approach that combines data from pre- and post-program surveys and focus-group interviews with participating girls. Specifically, the study examines how girls’ self‑concept shifted as a result of their participation. Drawing upon multiple case studies across regional locations, findings indicate that participating girls demonstrated stronger understandings of STEM and its real-world relevance, as well as increased awareness of STEM pathways.The program’s emphasis on the development of core STEM capabilities, such as leadership, teamwork, communication, and entrepreneurship, enabled girls to develop greater confidence and enhanced recognition as leaders within their communities.
Posted Jun 18, 2026
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