International Journal of Technology and Design Education

Aims & Scope

The International Journal of Technology and Design Education seeks to encourage research and scholarly writing about any aspect of technology and design education.

Critical, review, and comparative studies are particularly prominent, as are contributions which draw upon other literatures, such as those derived from historical, philosophical, sociological or psychological studies of technology or design, in order to address issues of concern to technology and design education.

One of the most significant developments of recent years has been the emergence of technology and design education as an integral part of general education in many parts of the world.

Its distinctive curriculum features are technological literacy and capability and it highlights the importance of `knowledge in action', of `doing' as well as `understanding'.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	2.7
2024	2.00

Journal Rank

Year	Value
2024	4911

Journal Citation Indicator

Year	Value
2024	1178

SJR (SCImago Journal Rank)

Year	Value
2024	0.989

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	60

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Engineering and Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Attitudes towards science, technology, engineering and mathematics (STEM) in a project-based learning (PjBL) environment

  Citation: 288

  Authors: Kuo-Hung, Chi-Cheng, Shi-Jer, Wen-Ping

• Robotics in the early childhood classroom: learning outcomes from an 8-week robotics curriculum in pre-kindergarten through second grade

  Citation: 283

  Authors: Amanda, Marina Umaschi

• Implementing the Project-Based Learning Approach in an Academic Engineering Course

  Citation: 227

  Authors: Moti, Ilana, David

• Conceptual and Procedural Knowledge

  Citation: 170

  Authors: Robert

• Dancing robots: integrating art, music, and robotics in Singapore’s early childhood centers

  Citation: 162

  Authors: Amanda, Marina Umaschi

• How an integrative STEM curriculum can benefit students in engineering design practices

  Citation: 141

  Authors: Szu-Chun, Kuang-Chao

• The Potential for Collaborative Problem Solving in Design and Technology

  Citation: 140

  Authors: Sara, Patricia

• Implementation and Assessment of Project-Based Learning in a Flexible Environment

  Citation: 138

  Authors: Yaron

• Study choice and career development in STEM fields: an overview and integration of the research

  Citation: 133

  Authors: Cathy, Juliette H. Walma

• “I want my robot to look for food”: Comparing Kindergartner’s programming comprehension using tangible, graphic, and hybrid user interfaces

  Citation: 123

  Authors: Amanda, Marina U.

---