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)

Abstract

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.