Fostering engineering design teaching in secondary schools: Q-study of science teachers' engineering capital

To address the growing demand for engineering competencies and engage students in science, K-12 science teachers are increasingly expected to integrate engineering into their teaching. This study examines the engineering capital of 21 secondary school science teachers participating in a professional development programme focused on problem-oriented engineering projects. Using Q-methodology, the 21 secondary school teachers sorted 35 statements related to engineering capital offering insights into their perceptions and experiences. The Q-sort served both as an analytical tool and a means of reflection, helping teachers articulate their readiness and potential for teaching through engineering. The study identifies key competences and prior experiences that support this transition, it offers teacher profiles based on their engineering capital and suggests differentiated pathways into engineering education. Findings indicate that Q-methodology is effective for uncovering and developing teachers’ engineering capital, with implications for designing targeted professional development initiatives.