An examination of secondary-level technology subject learning outcomes in Ireland

Secondary-level education in Ireland has recently completed one of the largest curricular reforms in the history of the state, resulting in the development of the Junior Cycle Framework for students typically aged 12-15. As part of this process, secondary-level technology subjects have undergone a major revision, shifting their positioning relative to each other and broader STEM initiatives. This paper employs a qualitative and quantitative content analysis approach to examine the learning outcomes specified for Applied Technology, Engineering, Graphics, and Wood Technology. Utilising the three-part Heuristic Framework for Technology Education, the learning outcomes of each subject were deductively and independently coded into categories of Technical Skills, Technological Scientific Knowledge, and Socio-ethical Technical Understanding. Discrepancies were resolved through consensus, and the frequency and distribution of these categories were calculated to support qualitative inference. The results reveal a predominant and distinct focus on Technical Skills across all four subjects, suggesting a curriculum heavily influenced by its vocational origins. Engineering and Graphics demonstrated the most significant skew; Engineering contained 23 Technical Skill outcomes out of 36, while Graphics was found to have no learning outcomes related to Socio-ethical Technical Understanding. While Applied Technology and Wood Technology demonstrated the highest proportional representation of Socio-ethical Technical Understanding, a considerable system-wide imbalance persists. These findings highlight a misalignment between stated subject aims and defined learning outcomes, informing critical recommendations for the ongoing reform of Senior Cycle technology subjects and future curriculum development.