Using Q Methodology to Investigate Subjective Views and Beliefs in Design, Technology and/or Engineering Education Research

As research in technology, engineering, and/or design education continues to grow globally, ensuring methodological rigor and trustworthiness is increasingly vital. A 2011 UK expert review found the epistemological foundations of design and technology (D&T) were less firmly established than those of more traditional and more established science, technology, engineering and mathematics (STEM) subjects, highlighting the need for robust scholarship to strengthen emerging technology education disciplines. Over the past 30 years, technology, engineering and design (TED) subjects have evolved from gendered, craft-based curricula to inclusive, future-focused education preparing learners for a technologically advanced world. This article introduces Q Methodology within the context of TED education research. Originating in psychology, Q Methodology is a pragmatic, seven-stage approach for exploring subjective beliefs through qualitative data and factor analysis. It involves defining a range of views, refining them into statements, selecting participants, sorting statements, conducting post-sort interviews, analysing factors, and interpreting groupings of shared perspectives. Unlike purely consensus-seeking approaches, Q methodology reveals a plurality of viewpoints, preserving the integrity of participants’ beliefs while recognising both shared and distinguishing perspectives.