Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges

Abstract

Design and Technology (D&T) is a relatively new curriculum in Malaysian secondary schools. The basic idea of a design-based curriculum is to facilitate deeper learning for learners to design and develop knowledge and application. However, knowing how design-based education is employed in schools is crucially essential. Therefore, this study aimed to obtain insights into the D&T curriculum implementation from students and teachers’ viewpoints. The study involved semi-structured interviews with four teachers and five secondary school students. Interviews were transcribed verbatim, while conclusions were drawn based on theme analysis. The findings indicated that students and teachers recognised the purpose and direction of the D&T curriculum. Nevertheless, challenges exist in various aspects, as the subject is still in the early implementation stages. Challenges such as teachers’ knowledge and skills, students’ lack of understanding in abstract topics and insufficient facilities, equipment, and resources offer opportunities for researchers to explore relevant approaches to assist teachers and students in teaching and learning. Previous studies demonstrated the effectiveness of technology-assisted interventions to ease and overcome problems involving cost and time constraints. Thus, suitable technology-assisted strategies should be developed and utilised to facilitate the students’ abstract details visualisation in technological application topics.

Teaching of Make Prototype Step of Design Process by E-tutors in Open and Distance e-Learning Context

“…Additional study was undertaken on the make prototype stage of the design process (Ajit, et al 2022;Murphy, et al 2021;Sorby & Panther 2021). Due to a lack of sketching skills, Ajit, Lucas, and Kanyan (2022) observed that the pupils lacked the ability to produce and convey ideas on spatial visualization capacities.…”

“…Additional study was undertaken on the make prototype stage of the design process (Ajit, et al 2022;Murphy, et al 2021;Sorby & Panther 2021). Due to a lack of sketching skills, Ajit, Lucas, and Kanyan (2022) observed that the pupils lacked the ability to produce and convey ideas on spatial visualization capacities. The report (Ajit, et al, 2022) with a claim where the students were to present on developing a robot that picks up litter for their prototypes, they noted that the iterative phases of the make prototype stage were difficult.…”

“…Due to a lack of sketching skills, Ajit, Lucas, and Kanyan (2022) observed that the pupils lacked the ability to produce and convey ideas on spatial visualization capacities. The report (Ajit, et al, 2022) with a claim where the students were to present on developing a robot that picks up litter for their prototypes, they noted that the iterative phases of the make prototype stage were difficult. Similar findings were found in another study of students' product creation during the make prototype phase, when it was discovered that they lacked comprehension and planning during a brief project and product development process Murphy, et al (2021).…”

Need Analysis for The Development of Augmented Reality-Based Electronic Design Application in Secondary School Design and Technology (D&T) Subject

“…The microcontroller learning approach in Electronic Design often relies on physical hardware, which is expensive and has limitations in terms of deprivation and accessibility in the classroom. In a study of challenges in secondary school D&T subjects, discovered that, in addition to the teachers lack prerequisite knowledge in the topic of Electronic Design, constraints in providing an adequate set of microcontroller for students' use led teachers to teach only theory and not implement projects in class, resulting in students not mastering the basic skills in microcontroller learning and programming [9].…”

Chatbots: A New Digital Teaching Tool Paradigm in Artificial Intelligence (AI) Technology Among Secondary School Teachers

“…Lower Secondary (Form 1 to Form 3) and Upper Secondary (Form 4 to 5) are the two secondary education levels. Changes in technological development and the competitiveness of the job market have resulted in modifications to the education system, which now equips younger generations with the necessary knowledge and skills to flourish in the current global economy (Ajit et al, 2022). As a middle-income country, secondary education remains a crucial stage for Malaysia to develop its human capital development before it can establish itself as a knowledge-based economy (Arshad, 2013).…”