Call for Papers

【Sub-themes & Guiding Questions】
The following sub-themes and guiding questions are intended to inspire and provoke thought, rather than restrict your submissions. We welcome empirical research, theoretical papers, and practical case studies that address these areas, as well as any other innovative topics related to the overarching theme.

Sub-theme 1: The Tension and Evolution of Tangible and Digital
Context: As spatial computing and virtual reality offer increasingly hyper-realistic simulations, what remains irreplaceable about “tangible” education? This sub-theme explores the unique value of physical sensory experiences and “hands-on” making in an era dominated by digital fabrication and virtualization (Blikstein, 2013).
💡 Provocations & Possible Explorations (including but not limited to):

The Value of Senses: In highly immersive virtual environments, what unique contributions do physical interactions (e.g., the tactile feedback of wood, the resistance of metal) make to cognitive development that digital simulations cannot replicate?
Fusing the Physical and Digital: When students design products with both physical bodies and digital “souls” (e.g., IoT devices, AI companions), how should technology curricula balance physical craftsmanship with computational thinking?
Redefining “Hands-on”: Should typing prompts or sculpting 3D models on a screen be considered the new hands-on learning? Where do we draw the boundary?
Other Related Explorations: Any other research, practices, or theoretical discussions that explore the intersection of physical making, digital fabrication, and the evolving nature of hands-on learning.
Sub-theme 2: Reconstructing Educational Frameworks in the AI Wave
Context: This sub-theme focuses on the direct impact of AI on educational environments. When AI can autonomously generate code, design drafts, and project proposals, the learning process in technology education may need to shift from mere “skill acquisition” to “higher-order thinking” (Boden, 2004; Holmes et al., 2023).
💡 Provocations & Possible Explorations (including but not limited to):
Human-Machine Collaborative Learning: How does the design and making process transform when AI acts as a student’s “co-creator” in technology projects?  How do we teach students to engage in effective, iterative dialogues with AI?
Shifting Curricular Cores: If the “how to make” is largely simplified by AI, should technology education pivot entirely toward exploring the “why to make” and “what to make”?
Teacher Empowerment: How do technology teachers transition from being “transmitters of skills” to guide students in critically evaluating AI outputs for their engineering or design artifacts?
Other Related Explorations: Any other empirical or theoretical work investigating how Generative AI and emerging technologies are reshaping technology education curricula, learning processes, and teacher roles.
Sub-theme 3: Beyond Technology: Power, Literacy, and Societal Reshaping
Context: Echoing the “Beyond” in our theme, this section addresses the socio-economic architectures behind technology. It calls for reflections on the elitism of tech development, aiming to prevent the next generation from becoming passive consumers or mere subjects of algorithms (Pangrazio & Selwyn, 2019) at a systemic and structural level.
💡 Provocations & Possible Explorations (including but not limited to):
Demystifying Algorithms: How can technology education help students see through the “black box,” understanding the biases, data exploitation, and power asymmetries inherent in AI systems?
Technological Sovereignty: In the face of AI monopolies by a few tech giants, how can education foster a sense of “technological sovereignty,” equipping students with the agency to resist and reshape these systems?
Future Modes of Living: As automation disrupts traditional labor markets, how should technology education prepare students for new economic realities and redefine the value of human existence?
Other Related Explorations: Any other critical perspectives on digital citizenship, technological literacy, and the broader socio-cultural impacts of emerging technologies in educational contexts.
Sub-theme 4: Innovating Pedagogy and Assessment in an Intertwined Era
Context: Traditional assessment methods are ill-equipped for student projects that blend physical materials, digital code, and AI-generated content. This sub-theme seeks innovative pedagogical approaches and viable assessment rubrics that cross the physical-virtual boundary (Lodge et al., 2023).
💡 Provocations & Possible Explorations (including but not limited to):
The Assessment Dilemma in Design and Technology: When, for example, around 60% of a student’s technological artifact (code, 3D model, or physical design) is AI-generated, how can educators establish fair, effective rubrics that emphasize the process over the product?
Shifting the Focus of Evaluation: Should assessments pivot from evaluating the “final artifact” to assessing a student’s “prompting ability,” “logical reasoning,” and “debugging of AI errors”?
Pedagogical Innovation: How must Blended Learning or Project-Based Learning (PBL) evolve to seamlessly integrate physical workshops with cloud-based AI collaboration platforms?
Other Related Explorations: Any other innovative pedagogical models, instructional designs, or evaluation strategies adapted for modern, hybrid technology classrooms.
Sub-theme 5: Equity and Sustainability: From Tangible Resources to the Digital Divide
Context: This sub-theme links the global imperatives of equity and sustainability to the Tangible/Digital dichotomy, exploring resource justice and environmental responsibility in the new era (Selwyn, 2021; Warschauer, 2004).
💡 Provocations & Possible Explorations (including but not limited to):
The New AI Divide: As significant capability gaps emerge between premium (paid) and free AI models, how can technology education prevent the exacerbation of learning inequalities based on socio-economic status?
The Dual Burden of Consumption: Technology education faces both physical waste (e.g., wood, plastics, 3D printing filaments) and digital consumption (the massive carbon footprint of AI servers). How can we authentically integrate the Sustainable Development Goals (SDGs) into our curricula?
Low-tech and Appropriate Technology: While pursuing cutting-edge digital tools, can the integration of “Appropriate Technology” and local physical resources offer an alternative pathway for equity and sustainability in technology education?
Other Related Explorations: Any other initiatives or studies addressing digital inclusion, resource justice, and sustainable development practices within technology and engineering education.