High achievements in the cognitive domain are the ultimate goal of any education, within it is important to understand the role of the teaching context. In this regard, the purpose of this research was to determine how teachers perceive the role of the teaching context on the pupils’ achievements in the cognitive domain in general technology education. For this purpose, a survey of teachers’ perception towards the influence of isolated elements of the teaching context, specific to technology education, on the achievements of learning objectives was conducted. The study was conducted as a survey on a stratified sample of technology education teachers (N = 194) from Croatia. ANOVA repeated measurements statistical procedure was used to process the research results. The analysis of the results showed that teachers give preference to certain contextual elements over others. These are activities with technological artifacts, models and simulations, service-learning activities, field trips, work in an appropriate space and the student’s presentation of their own results. These elements can be considered as a contextual basis for the cognitive development of pupils in general technology education. Teachers’ perception of the influence of other elements of the teaching context is not negligible, but obviously there is no priority over these elements, which is why further research is needed.

Today’s social, political and technological changes, known as the 4th Industrial Revolution, have merged the physical and digital worlds and are affecting expectations for student education. In addition to expectations for soft skills development, there is an emphasis on adaptability, sustainability and critical thinking. This requires a change in the role of the teacher, especially in the technical/technological area of teaching, which is dynamic but also offers numerous opportunities for the development of the desired skills. In this context, Education 4.0 emerges as a strategy that should provide today’s students with a personalized learning experience, mobile learning, a flexible and tailored curriculum and the development of practical and applicable skills. The analysis shows that in such a context, the teacher should primarily play the role of a mentor, facilitator and helper in discovering the student’s preferences, but also as an organizer of practical activities and a guide to the student’s development path according to their preferences. Whether a teacher is willing to take on such a role depends on their knowledge and skills, but also on their attitude, beliefs and teaching practice, as well as the willingness of educational authorities to lose complete control over the educational process.

Časopis za pedagogijsku teoriju i praksu