Enhancing the Design and Make stages in Technology Education through authentic artefacts: Evidence from Grade 7 Technology classrooms in the Manthole Circuit, Limpopo Province

Enhancing the Design and Make stages in Technology Education through authentic artefacts: Evidence from Grade 7 Technology classrooms in the Manthole Circuit, Limpopo Province

Moris Tsebe Morifi , Praygod Bonginkosi Nkosi , Malose Isaac Kola & Mogale Simon Albert Maeko

Issue: Vol. 7 No.7 2026 Article 26 pp. 2102 – 2113
DOI: https://doi.org/10.38159/ehass.20267726 Published online 24th September 2026

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ABSTRACT

This study explores the role of teachers in enhancing the Design and Make stages of Technology Education through authentic artefacts in Grade 7 Technology classrooms. It examines how teachers guide learners in designing and constructing real-world artefacts using authentic materials, methods, and learner-centred strategies. Instructional approaches, including scaffolding, inquiry-based learning, and hands-on design, were explored to illustrate how learners develop design principles and problem-solving skills. Data were collected through lesson plans and non-participatory classroom observations. A qualitative research approach was employed to capture rich descriptions of teacher practices, while Constructionist Teaching Theory framed the study by positioning learners as active constructors of knowledge. Findings revealed that emphasising authenticity within the Design and Make stages enhanced learners’ ability to design and produce artefacts that address real-world problems. Authentic artefacts also supported diverse learning styles, with kinesthetic learners benefiting particularly from practical demonstrations during design and construction activities. The study concludes that teachers play a pivotal role in bridging the gap between theoretical knowledge and practical application by facilitating authentic learning experiences that foster critical thinking, creativity, problem-solving, and technical competence. It recommends supportive policies and continuous professional development to strengthen teachers’ implementation of authentic Design Process pedagogies. The study contributes to scholarship by demonstrating how teachers utilise authentic artefacts to strengthen the Design and Make stages of Technology Education, extending current understanding of learner-centered pedagogies for authentic learning in South African Grade 7 classrooms.

Keywords: Design Process, Authentic Artefacts, Technology Education, Constructionism Teaching Theory, Learner-Centred Learning.

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ABOUT AUTHOR(S)

Moris Tsebe Morifi is a South African educator and scholar specialising in Mathematics, Science and Technology Education. He holds a Master of Education in Technology Education from the University of Limpopo, a Bachelor of Education Honours in Technology Education, and a Bachelor of Education in Senior Phase and Further Education and Training, specialising in Mathematics and Technology. He also completed training in the Strategic Implementation of ICT Integration in Education at the University of the Witwatersrand. He currently serves as Departmental Head of Mathematics, Sciences and Technology at Luckau Primary School. His research and professional interests include Technology Education, educational technology, ICT integration, Coding and Robotics, curriculum innovation, and learner-centred pedagogy.

Dr PrayGod Bonginkosi Nkosi is a Senior Lecturer in Technology Education at the University of Limpopo, South Africa. He holds a Bachelor of Education, Bachelor of Education Honours, Master of Education, and a PhD in Technology Education. His academic interests include Technology Education, creative teaching, educational technologies, and the integration of digital tools in teaching and learning. His research focuses on developing teachers’ creative teaching skills through the use of educational technologies. Dr Nkosi is committed to student-centred pedagogy, innovation in education, and the advancement of Technology Education through research, teaching, and academic development.

Prof. Malose Isaac Kola is an Associate Professor in Technology Education at the University of Limpopo, South Africa. He holds a PhD in Technology Education, with academic and research interests spanning Technology Education, Technical and Vocational Education, educational technologies, creative teaching, and digital integration in teaching and learning. His research focuses on strengthening innovative and creative pedagogical practices through the effective use of educational technologies. Prof. Kola is committed to student-centred pedagogy, educational innovation, and the advancement of Technology and Technical and Vocational Education through research, teaching, postgraduate supervision, and academic development.

Prof. Maeko Mogale Simon Albert is an Associate Professor in Technology Education at the University of Limpopo, South Africa. He holds a Doctorate in Technology Education, with academic and research interests spanning Technology Education, Technical and Vocational Education, and ICT in Technology Education. His research focuses on the integration of ICT and innovative pedagogical approaches to strengthen teaching and learning in Technology Education and Technical and Vocational Education. Prof. Maeko is committed to advancing Technology Education through research, teaching, postgraduate supervision, academic development, and the promotion of innovative and technology-enhanced learning practices.

TO CITE ARTICLE

Morifi, Moris Tsebe, Praygod Bonginkosi Nkosi, Malose Isaac Kola, and Mogale Simon Albert Maeko. “Enhancing the Design and Make stages in Technology Education through authentic artefacts: Evidence from Grade 7 Technology classrooms in the Manthole Circuit, Limpopo Province.” E-Journal of Humanities, Arts and Social Sciences 7, no.7 (2026): 2102 – 2113. https://doi.org/10.38159/ehass.20267726