By Liam Maquet and Manus McDyer
- Two UL researchers presented their work at the international PATT42 conference in Montreal in 2025.
- One study, by Liam Maquet, showed why being clear and transparent in qualitative research is important.
- The other study, by Manus McDyer, explained key ideas in design thinking and how it supports teaching and learning.
- Their work strengthens UL’s international presence and led to future international collaboration.
Representing UL on the International Stage
Two members of the School of Education at the University of Limerick, Liam Maquet and Manus McDyer, recently represented the university on the international stage at PATT42 (the 42nd Pupils Attitudes Towards Technology Conference), hosted at the Université de Sherbrooke -Campus de Longueuil, Montreal. PATT is a long-established global forum for sharing cutting-edge research in technology education, bringing together scholars, practitioners, and policymakers committed to advancing how young people engage with and understand technology. UL’s participation reflects the School of Education’s ongoing commitment to contributing to timely debates in the field and strengthening international research connections.
The conference itself brought together a vibrant international community of researchers exploring contemporary questions in technology education. Through participation in panel discussions, paper sessions, and informal research exchanges, UL staff had the opportunity to learn from and collaborate with colleagues from across Europe, North America, Asia, and Australasia.
UL Research Contributions at PATT42
Two original research papers were presented by UL staff:
- Using Two Different Methodologies to Demonstrate the Necessity of Transparency in Data Analysis within Technology Education Qualitative Research – Manus Mc Dyer
This paper explored the importance of transparency in qualitative data analysis, an area increasingly recognised as central to strengthening research credibility and trustworthiness. By applying and comparing two distinct methodological approaches, the study demonstrates how transparent analytical processes can enhance the clarity, rigour, and interpretability of findings in technology education research.
- Decoding Design Thinking: Common Threads in Technology Education – Liam Maquet
This research examined how design thinking, a concept widely referenced in educational research, manifests within technology education contexts. The study identifies shared principles across different models of design thinking and considers how these can support both teaching and student learning. The work contributes to clarifying an often-complex concept and highlights design thinking as a foundational pillar of technology education practice.
Together, these papers advance ongoing conversations in technological education by exploring both methodological robustness and conceptual clarity, two areas crucial to the future direction of research in the field.
Advancing Key Debates in Technology Education
The insights shared at PATT42 have relevance for a wide range of stakeholders, including teacher educators, policymakers, curriculum designers, and researchers. Manus Mc Dyer’s work encourages greater methodological transparency, helping researchers strengthen the integrity of qualitative research practices. Meanwhile, Liam Maquet’s paper offers a clearer framework for educators seeking to meaningfully embed design thinking in the classroom, especially in light of the new curriculum developments that highlight its inclusion.
UL’s contributions also reinforce the growing international recognition of the School of Education as a hub for innovative research in technology education. Participation in events like PATT42 supports stronger international partnerships, the sharing of pedagogical insights, and continued dialogue on how best to prepare learners for an increasingly complex technological world.
Looking Ahead: Future Research and Collaboration
Both researchers plan to continue developing their work, with forthcoming publications, expanded empirical studies, and future conference contributions underway. Their engagement with international colleagues at PATT42 will support new collaborations as they refine their research questions and explore emerging trends in technology education. Both Liam and Manus plan to present the next stages of their research at PATT43 in Sweden.
The School of Education looks forward to sharing ongoing developments in this area through future blog posts and research updates. For readers interested in learning more, additional details can be found through the ResearchGate accounts of Liam and Manus.