Unsolved on Purpose: Reflections on the Rubik’s Cube and the Curriculum and Assessment Review for D&T

Authors

DOI:

https://doi.org/10.24377/DTEIJ.article3356

Keywords:

Ambiguity, curriculum, Interdependence, Pedagogy, Satisficing

Abstract

This reflection explores the evolving pedagogical and curricular landscape of Design and Technology (D&T) education in England, drawing on recent dialogues with the Department for Education and collaborative academic work. It challenges conventional, linear interpretations of designing, making, and evaluating by proposing alternative frameworks (ideating, realising, and critiquing) alongside key processes such as communicating, researching, and satisficing. Using the Rubik’s Cube as a metaphor, it argues for a curriculum that embraces complexity, ambiguity, and interdependence, resisting the urge for uniformity and predictability. The article advocates for intentional diversity in teaching approaches, encouraging educators to foster creativity, autonomy, and critical thinking in learners. Ultimately, it calls for a shift from a “solved” curriculum model to one that remains productively “unsolved,” reflecting the dynamic and iterative nature of real-world design.

Author Biography

  • Matt McLain, Liverpool John Moores University

    Matt is an experienced teacher educator, having previously taught design and technology (D&T) in two Merseyside secondary schools. He is passionate about learning, in particular pedagogy, didactics, design thinking and technological activity. As an academic, Matt has experience in educational leadership and management, as well as working as a senior lecturer, educating the next generation of teachers, as excellent practitioners, valuing social inclusion, collaboration, leadership and research.

    Matt is also an active member and Trustee of the D&T Association. As a curriculum influencer, he was involved with the redrafting of the National Curriculum (2014), advising on non-statutory guidance for the DfE’s D&T Expert Group for the new programmes of study and on the future of the subject. He has also advised on and contributed to the development of the 2017 GCSE and A/AS Level Subject Criteria for design and technology as a drafter for the DfE.

    Matt is research active and complete his PhD by Published Work in December 2022, which focused on demonstration as a signature pedagogy in D&T. His other professional and research interests include subject knowledge development, curriculum design and philosophy of technology. He has recently been using research methods, including Q Methodology in his research, adopting a philosophical perspective influenced by Pragmatism and Cultural Historical Activity Theory.

Downloads

Published

2025-09-05

Issue

Vol. 30 No. 2 (2025): Design and Technology Education: An International Journal

Section

Reflection

License

Copyright (c) 2025 Matt McLain

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

How to Cite

McLain, M. (2025). Unsolved on Purpose: Reflections on the Rubik’s Cube and the Curriculum and Assessment Review for D&T. Design and Technology Education: An International Journal, 30(2), 5-7. https://doi.org/10.24377/DTEIJ.article3356

Similar Articles

1-10 of 161

You may also start an advanced similarity search for this article.

Most read articles by the same author(s)