THE EVOLUTION OF THE CURRICULUM IN THE “TECHNOLOGY” COURSE IN GREEK SECONDARY EDUCATION SYSTEM: A COMPARATIVE CONTENT ANALYSIS OF THE 2014 AND 2023 CURRICULUM FOR GRADE 8 (2ND YEAR OF GYMNASIUM)

نویسندگان

  • Stefanos Leontopoulos Directorate of Secondary Education of Larissa, Vocational Upper Secondary School of Elassona, end of Mavrodimou I. str., 40200, Elassona, Greece
  • Irene Skenderidou School of MEd, University of Nicosia, 46 Makedonitissa Avenue, CY-2417, Nicosia, Cyprus
  • Vasileios Chatzitheodorou Directorate of Secondary Education of Magnesia, Gymnasium of Velestino, Velestino-Asprogia street, Greece
  • Vaios Liapopoulos Directorate of Secondary Education of Magnesia, Pilot Vocational Upper Secondary School of Velestino, End of Riga Feraiou Companions, Velestino, Greece

DOI:

https://doi.org/10.46827/ejes.v13i9.6951

کلمات کلیدی:

technology education, curriculum reform, 8th grade, secondary education, qualitative content analysis, STEM, digital competence, Greece

چکیده

The reform of school curricula reflects broader educational, technological, and societal transformations that shape the competencies required for 21st century learners. Within this context, the present study examines the evolution of the Greek Technology Curriculum for Grade 8 (2nd class of Gymnasium) through a comparative analysis of the official curricula introduced in 2014 and 2023. The study aims to identify similarities, differences, and underlying educational paradigms while interpreting curriculum reform through contemporary international theoretical frameworks. A qualitative research design was adopted using Qualitative Content Analysis (QCA). The two official curriculum documents were analysed through an iterative coding process combining deductive and inductive approaches. The analytical framework focused on educational philosophy, curriculum aims, pedagogical approaches, technological competencies, Engineering Design, Integrated STEM education, computational thinking, sustainability, digital competence, and assessment. The findings reveal that the 2023 curriculum represents a fundamental educational paradigm shift rather than a simple curriculum revision. Compared with the 2014 curriculum, the revised framework moves from content-oriented technology education towards competency-based learning, emphasising inquiry, Engineering Design, interdisciplinary STEM integration, computational thinking, sustainability, collaboration, creativity, digital competence, and formative assessment. Furthermore, the “Technology” course in 8th grade (2nd class of Gymnasium) is reconceptualised from the study of technological artefacts and job descriptions in a modern factory to the design of innovative solutions addressing authentic societal challenges.

بیوگرافی نویسندگان

  • Stefanos Leontopoulos، Directorate of Secondary Education of Larissa, Vocational Upper Secondary School of Elassona, end of Mavrodimou I. str., 40200, Elassona, Greece

    Stefanos Leontopoulos holds a PhD in Plant Protection from the School of Agriculture of the University of Reading, U.K., and two Master's degrees in Plant Protection and Environmental Management from the Faculty of Agriculture of the University of Reading, and the Open University of Cyprus respectively after completing his undergraduate studies in the Department of Plant Production of the Technological Educational Institute of Larissa. He is an educator who has academic experience in various Universities and institutions in Greece and nowadays is an educator in the Directorate of Secondary Education in Larissa’s region. He has participated in various research projects related to crop production, food technology, and pedagogical issues by authoring 67 publications in peer-reviewed scientific journals, as well as in proceedings of Greek and International conferences. His publications are linked to the ResearchGate account: https://www.researchgate.net/profile/Stefanos-Leontopoulos

  • Irene Skenderidou، School of MEd, University of Nicosia, 46 Makedonitissa Avenue, CY-2417, Nicosia, Cyprus

    Irene Skenderidou is a holder of a Bsc in Food Science and a MSc in special education. She demonstrates sustained commitment to teacher training and professional development programs, with active engagement in issues of educational equity and social awareness. Her academic focus lies in both formal and non-formal education, encompassing the learning trajectories of minors and adult learners. Her research explores innovative pedagogical models, particularly alternative and inclusive approaches to education, including special education. Central to her scholarly work is the investigation of the competencies and educational needs of adult learners from socially vulnerable groups, highlighting the intersection of education, social justice, and lifelong learning.

  • Vasileios Chatzitheodorou، Directorate of Secondary Education of Magnesia, Gymnasium of Velestino, Velestino-Asprogia street, Greece

    Vasileios Chatzitheodorou is an agronomist with postgraduate studies and a PhD. He is school manager of the Gymnasium of Velestino town in the Directorate of Secondary Education in Magnesia’s region. He was a teacher at Vocational High School of Velestino for several years. His academic background and expertise contribute to the depth and breadth of this educational research.

  • Vaios Liapopoulos، Directorate of Secondary Education of Magnesia, Pilot Vocational Upper Secondary School of Velestino, End of Riga Feraiou Companions, Velestino, Greece

    Vaios Liapopoulos is a mechanical engineer with postgraduate studies. He has been the school manager for several years in the Directorate of Secondary Education in Magnesia’s region, particularly at Model Vocational High School of Velestino. His academic background and expertise contribute to the depth and breadth of this educational research.

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2026-08-21

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دوره 13 شماره 9 (2026)

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