• Susanne Engström KTH
  • Helena Lennholm


Authentic teaching, STEM education education, technology education


Teaching for authentic learning is described in literature as motivating. Therefore, some schools in Sweden profile their education as authentic and some teachers strive for such teaching. During 2022, in a case study, we followed teachers and students in grade three with an age of 17-18 years, in a technology programme at a secondary school with aim to explore specific patterns in characteristics in teaching for authentic learning.  The result shows that teaching in a technology programme in an upper secondary school can be done with characteristics related to theories. Some patterns are appearing as enabler of authentic teaching. Firstly, it seems to be important to start early with authentic activities when the students begin their first year. Secondly, the teachers must let the planning, teaching "go out of control", likewise the assessment. The teachers have the role as engaging coworkers and the authentic teaching is highly explained by the school leadership and their contacts, competence, acceptance, and safety. During 2023 we make a follow up study with a broader participation. Data is collected during interviews with six teachers in different schools, both primary and  secondary schools. All teachers have participated in specific courses and are involved in projects dealing with teaching about space in STEM, with an authentic approach. The interviews will be analysed both related to a category system based on theories about authentic learning and more thematic, with aim to explore what pattern appears as enabler of authentic teaching. In this follow up study we have even more focus on what makes it possible to teach for authentic learning.

Additional Files



How to Cite

Engström, S., & Lennholm, H. (2023). AUTHENTIC TEACHING IN STEM EDUCATION - factors for success. The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, 1(October). Retrieved from