Is the Design and Technology Pedagogy in Botswana’s Senior Secondary Schools Aligned with 21st Century Skills?

Abstract

The 21st century has ushered in a period of rapid technological advancement and significant shifts in the global economy. This has underscored the importance of developing 21st-century skills in education. This study delves into the alignment of Botswana’s senior secondary schools’ Design and Technology (D&T) teaching and learning pedagogies with the acquisition of 21st-century skills. A case study approach was employed, utilising surveys, interviews, and classroom observations to gather data from teachers, school heads, students, and club coaches. The focus was on how the D&T curriculum aligns with vital 21st-century skills, such as critical thinking, creativity, collaboration, communication, and digital literacy. The findings indicate that while Botswana’s D&T curriculum incorporates elements relevant to 21st-century skills, there is room for improvement in its alignment with modern pedagogical approaches. This study’s insights are particularly relevant for educators in Botswana’s senior secondary schools, as it offers recommendations for enhancing the alignment between curriculum and pedagogy, thereby better preparing students for the challenges of the 21st-century job market.