This study examines how differing structural and organisational conditions shape the practices of technology teachers in Swedish schools. Using cluster analysis on survey data, two distinct teacher profiles emerged. Teachers in Cluster 1 report working in relatively well-resourced environments, with access to subject-specific materials, dedicated teaching spaces, and collegial support. Their teaching reflects the integration of technology education within the broader school structure, characterised by continuity, progression, and a balanced blend of theoretical and practical approaches that address sustainability, technical systems, and digital competence. In contrast, teachers in Cluster 2 face constrained organisational and material conditions, with limited access to equipment, space, and formal support. Their practice involves short-term planning and situational adaptation to maintain student engagement, with technology education sometimes marginalised or integrated into other subjects without clear boundaries. Qualitative analysis of open-ended responses further reveals how these contextual differences shape curriculum enactment and pedagogical decisions. The findings illustrate the ongoing negotiation between external constraints and teacher agency, highlighting the complexities encountered across different professional profiles. These insights emphasise the importance of acknowledging diverse teacher contexts when designing policies and supports to advance equity and effectiveness in technology education.
Andréas Larsson (2026) studied this question.