ALIVE
Affective Learning – Instilling Values for Engagement
in Secondary School Technology Education

A primary goal of Technology Education is the suitable development of one’s Technological Capability. Technological capability is defined as the dynamic combination of ability and motivation that goes beyond mere understanding to enable creative, high-quality outcomes (Kimbell, Stables & Green, 1996, p. 25). It involves self-directed, adaptive engagement with complex tasks, where learners apply judgement, take risks, and learn from experience, especially in uncertain or unfamiliar contexts (Stephenson, 1992, p. 2; Butler & Winne, 1995, p. 245). A balanced approach to technological capability involves the integration of all three domains of learning: Head (cognition), Hand (skills), and Heart (affective). The affective domain of learning plays a crucial role in shaping students' engagement, motivation, and wellbeing in design and technology education. However, its treatment in design and technology subject specifications appears to be less explicitly addressed than the cognitive and psychomotor domains. While learning outcomes often focus on problem-solving, designing, and craft-based activities, there is limited emphasis on fostering emotional and values-driven competencies such as empathy, fulfilment, and a sense of belonging; despite an increasing recognition of the importance of emotion in the design sector.

Delphi Study Context and Rationale

To explore the affective domain across international contexts, a Delphi study is proposed. The study will be conducted across multiple national settings, with expert panels operating within their respective countries. This design enables the development of both within-context consensus and cross-context comparison, allowing for the identification of areas of convergence and divergence.

Synthesising findings across panels supports the development of an internationally informed framework that reflects both shared principles and contextual variation. This approach integrates empirically grounded insights with structured expert consensus, producing a framework that is theoretically robust and responsive to diverse implementation contexts.

More on this research: Sheila Plunkett - https://research.tus.ie/en/persons/sheila-plunkett/
PhD Candidate,
Faculty of Engineering & Technology (Midlands),
Department of Technology Education
https://orcid.org/0009-0002-3896-2566