Key competencies for sustainable development in technology education – from preschool through secondary school

Abstract Key competencies for sustainability (KCS) have been identified as essential for individuals to develop in order to address the complex and interconnected challenges of modern society, many of which involve technology in various ways. Education at all levels—from early childhood to higher education—should provide opportunities for students to cultivate these competencies. This study explores how education prior to university (from preschool to secondary school) can create opportunities for young people to develop KCS, with a particular focus on the subject of technology. The research questions guiding this study are: (1) which KCS are included and taught in technology education at the preschool, primary, and secondary levels? (2) what does the progression of KCS in technology look like from preschool through primary and secondary school? To address these questions, we conducted a systematic literature review and analysed Swedish curriculum documents. The findings reveal that all eight KCS outlined by UNESCO (2017) are relevant and can be developed within technology education at the preschool, primary, and secondary school levels. However, three of the KCS are particularly prominent in the Swedish technology curriculum, while international research studies highlight the relevance of four competencies to technology education. We also identified a progression in KCS development described in the literature, which begins with a focus on “soft” transversal competencies during the early years and advances toward more disciplinary competencies in later years. Finally, we highlight significant gaps in existing research that warrant further investigation.