Investigating The Affective Domain of Learning and Balanced Technological Capability in Secondary School Junior Cycle Technology Education.: The Sustainable Development Goals, Education and Well-being.

Sheila Plunkett; Rónán Dunbar

Investigating The Affective Domain of Learning and Balanced Technological Capability in Secondary School Junior Cycle Technology Education. The Sustainable Development Goals, Education and Well-being.

Sheila Plunkett
, Rónán Dunbar (Student Supervisor)

Department of Technology Education

Research output: Contribution to conference › Poster › peer-review

Abstract

The Junior Cycle Curriculum was reformed in 2015 and at the time of this research, has had time to be embedded in schools. Junior Cycle (JC) is a stage of education that often shapes learners’ subject choices and future pathways. In June 2025 a STEM education policy was introduced into primary schools; until this point students' formal education included maths and aspects of science; with technology and engineering being introduced as subjects at secondary school JC Level. The holistic intentions of the Junior Cycle Wellbeing Programme (NCCA, 2017), the Key Skills framework (NCCA, 2012; 2015), and the Framework for Junior Cycle (DES, 2013) all emphasise values, agency, and meaningful engagement, which are central to understanding affect in technology education. These frameworks also support the United Nations Sustainable Development Goals (SDGs), by encouraging sustainability-oriented values and ethical technological decision-making

Original language	English (Ireland)
Publication status	Published - 23 Feb 2026
Event	TUS Athlone Green Week 23rd-26th February 2026: Post Graduate Green Week Poster Exhibition - TUS Athlone, Athlone, Ireland Duration: 23 Feb 2026 → 26 Feb 2026

Other

Other	TUS Athlone Green Week 23rd-26th February 2026
Country/Territory	Ireland
City	Athlone
Period	23/02/26 → 26/02/26

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being
SDG 4 Quality Education
SDG 9 Industry, Innovation, and Infrastructure
SDG 11 Sustainable Cities and Communities
SDG 12 Responsible Consumption and Production
SDG 17 Partnerships for the Goals

Access to Document

A0 GreenCampus_Research_Poster_TUS_SheilaPlunkett_A00314391 (1)Licence: Unspecified

Cite this

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title = "Investigating The Affective Domain of Learning and Balanced Technological Capability in Secondary School Junior Cycle Technology Education.: The Sustainable Development Goals, Education and Well-being.",

abstract = "The Junior Cycle Curriculum was reformed in 2015 and at the time of this research, has had time to be embedded in schools. Junior Cycle (JC) is a stage of education that often shapes learners{\textquoteright} subject choices and future pathways. In June 2025 a STEM education policy was introduced into primary schools; until this point students' formal education included maths and aspects of science; with technology and engineering being introduced as subjects at secondary school JC Level. The holistic intentions of the Junior Cycle Wellbeing Programme (NCCA, 2017), the Key Skills framework (NCCA, 2012; 2015), and the Framework for Junior Cycle (DES, 2013) all emphasise values, agency, and meaningful engagement, which are central to understanding affect in technology education. These frameworks also support the United Nations Sustainable Development Goals (SDGs), by encouraging sustainability-oriented values and ethical technological decision-making",

author = "Sheila Plunkett and R{\'o}n{\'a}n Dunbar",

year = "2026",

month = feb,

day = "23",

language = "English (Ireland)",

note = "TUS Athlone Green Week 23rd-26th February 2026 : Post Graduate Green Week Poster Exhibition ; Conference date: 23-02-2026 Through 26-02-2026",

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Investigating The Affective Domain of Learning and Balanced Technological Capability in Secondary School Junior Cycle Technology Education. The Sustainable Development Goals, Education and Well-being. / Plunkett, Sheila ; Dunbar, Rónán (Student Supervisor).
2026. Poster session presented at TUS Athlone Green Week 23rd-26th February 2026, Athlone, Ireland.

Research output: Contribution to conference › Poster › peer-review

TY - CONF

T1 - Investigating The Affective Domain of Learning and Balanced Technological Capability in Secondary School Junior Cycle Technology Education.

T2 - TUS Athlone Green Week 23rd-26th February 2026

AU - Plunkett, Sheila

A2 - Dunbar, Rónán

PY - 2026/2/23

Y1 - 2026/2/23

N2 - The Junior Cycle Curriculum was reformed in 2015 and at the time of this research, has had time to be embedded in schools. Junior Cycle (JC) is a stage of education that often shapes learners’ subject choices and future pathways. In June 2025 a STEM education policy was introduced into primary schools; until this point students' formal education included maths and aspects of science; with technology and engineering being introduced as subjects at secondary school JC Level. The holistic intentions of the Junior Cycle Wellbeing Programme (NCCA, 2017), the Key Skills framework (NCCA, 2012; 2015), and the Framework for Junior Cycle (DES, 2013) all emphasise values, agency, and meaningful engagement, which are central to understanding affect in technology education. These frameworks also support the United Nations Sustainable Development Goals (SDGs), by encouraging sustainability-oriented values and ethical technological decision-making

AB - The Junior Cycle Curriculum was reformed in 2015 and at the time of this research, has had time to be embedded in schools. Junior Cycle (JC) is a stage of education that often shapes learners’ subject choices and future pathways. In June 2025 a STEM education policy was introduced into primary schools; until this point students' formal education included maths and aspects of science; with technology and engineering being introduced as subjects at secondary school JC Level. The holistic intentions of the Junior Cycle Wellbeing Programme (NCCA, 2017), the Key Skills framework (NCCA, 2012; 2015), and the Framework for Junior Cycle (DES, 2013) all emphasise values, agency, and meaningful engagement, which are central to understanding affect in technology education. These frameworks also support the United Nations Sustainable Development Goals (SDGs), by encouraging sustainability-oriented values and ethical technological decision-making

M3 - Poster

Y2 - 23 February 2026 through 26 February 2026

ER -