Engineering Education in Ontario High Schools: Teachers' Social Representations and Classroom Integration

With engineering design and coding integrated into Ontario’s Grade 9 mathematics and science curricula, engineering education is gaining prominence in its high schools. This study examines the social representations of engineering among francophone secondary teachers in Ontario, aiming to support them in fostering student interest in engineering. Sixteen mathematics and science teachers participated, by first completing a Draw-An-Engineer Test, then participating in semi-structured interviews. The findings reveal that teachers generally view engineering as a profession centered on problem-solving, but their familiarity with the design process varies. While most expressed positive attitudes toward engineering education, some were uncertain about its integration into mathematics courses. Participants suggested incorporating engineering through hands-on activities like website development and automated plant watering systems. The study highlights the need for cross-disciplinary collaboration and ongoing professional development, with more access to bilingual resources to better support teachers in introducing engineering concepts and engaging students in STEM learning.