From design as a socio-technological practice to design as an educational strategy

Recent high school curriculum reforms worldwide have integrated engineering design. However, the implementation of engineering design (ED) into high school curricula faces challenges due to teachers' misconceptions regarding engineering as well as their lack of knowledge and training. This study examines how the course at Université de Sherbrooke (UdeS) impacted preservice science teachers (PSTs). The main purpose was to examine 13 student’s perceptions of engineers and ED. Also, the study investigates how such a course enables preservice teachers to acquire fundamental ED skills. The data were analyzed through qualitative tools and techniques. Results indicate high levels of course satisfaction and deepened understanding of engineering practice among students. Participants valued the experience, were actively engaged, and expressed positive outcomes including enhanced thinking and interpersonal skill. However, students also observed difficulties such as time management and teamwork collaboration. This research provides an overview of the effect of integrating an ED course within pre-service teacher training.