LAUSR

This article reports an investigation of challenges faced by Chinese technology teachers to infuse engineering design into technology education. A five-point Likert scale, including 25 items, was designed and 339 teachers participated in this survey voluntarily. Consequently, 333 qualified questionnaires were analyzed, and the following results were obtained: Firstly, 15 items’ mean scores are higher than the mid-point for a five-point Likert scale with mean scores falling between 3 = Very Often and 4 = Always. Moreover, the mean scores of 25 items are all above 2. Secondly, male technology teachers (M = 2.69) have significantly fewer challenges than female technology teachers (M = 2.97). Thirdly, there was no significant teaching experience differences in challenges. Fourthly, teachers from Zhejiang Province (M = 2.62) whose subjects of college entrance examination include General Technology are likely experiencing fewer challenges than teachers from other regions (M = 2.95). These findings also give us some implications to promote technology education.