Alignment of Learning Outcomes in the Technique and Technology Curriculum in Serbia with Key Competencies for Lifelong Learning: A Mixed-Method Convergent Design Approach

Snežana Vitomir Jokić, Marjana Pardanjac (), Nemanja Tasić, Katarina Vignjević and Dilan Dobardžić
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Snežana Vitomir Jokić: Technical Faculty “Mihajlo Pupin”, University of Novi Sad, 23101 Zrenjanin, Serbia
Marjana Pardanjac: Technical Faculty “Mihajlo Pupin”, University of Novi Sad, 23101 Zrenjanin, Serbia
Nemanja Tasić: Technical Faculty “Mihajlo Pupin”, University of Novi Sad, 23101 Zrenjanin, Serbia
Katarina Vignjević: Technical Faculty “Mihajlo Pupin”, University of Novi Sad, 23101 Zrenjanin, Serbia
Dilan Dobardžić: Technical Faculty “Mihajlo Pupin”, University of Novi Sad, 23101 Zrenjanin, Serbia

Sustainability, 2024, vol. 16, issue 22, 1-15

Abstract: This study comprehensively analyzes the alignment of the Technique and Technology curriculum for grades 5–8 in Serbia’s primary education system with key competencies for lifelong learning, following the 2018 Council of the European Union Recommendation. Using a mixed-method approach, specifically a convergent design as outlined by Creswell, this study combines qualitative content analysis with descriptive statistics to assess the distribution of competencies across grades. The integration of qualitative and quantitative data provides a more comprehensive understanding of the curriculum’s alignment with key competencies. Findings reveal an imbalance between theoretical and practical outcomes, particularly in digital literacy, where practical skills are prioritized over theoretical understanding. Similarly, entrepreneurial modules lack activities promoting critical thinking and initiative. The curriculum emphasizes practical skills but needs to improve its theoretical framework, especially in programming and entrepreneurial finance. It also lacks activities that develop positive attitudes, such as innovation and teamwork, which are crucial for lifelong learning. Recommendations include increasing practical Science, Technology, and Engineering (STE) projects, enhancing theoretical content in digital and entrepreneurial modules, and fostering activities that build positive attitudes. Further research is needed to track students’ attitudes towards technology and entrepreneurship across grades and to assess the impact of continuous professional development for educators on effectively integrating these competencies.

Keywords: key competencies for lifelong learning; science; technology and engineering competencies; digital competencies; entrepreneurial competencies; teaching outcomes; Technique and Technology curriculum; technical and technological education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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