The research task was to explore learners’ conceptions of risk in Technology Education (TE)
using the Techno-Risk Tolerance Questionnaire (T-RTQ). As zero risk is impossible to
achieve some risk must be tolerated. Knowledge and understanding of technological
production activities and sciences are needed in defining a tolerable level of risk. The
teacher has a responsibility to guide learners in avoiding harmful risks while encouraging
them to take beneficial risks. Success in production activities encourages learners
towards new challenges while the risk of failing is set into right proportion. Innovative
production activities include taking ingenious risks when exploring the limits and
potential of the individual as well as the surrounding environment.
The conceptions of learners were assessed using the T-RTQ. The participants (n = 102) were
9th grade pupils of TE in compulsory education schools in Southern and Western Finland.
The analysis took place in two phases. First, the internal consistency of the T-RTQ was
tested and secondly, the results were compared to a previous survey n = 120 (subsample
of 393 total). The fit indexes showed good fit between the model and the data. TechnoRisk
Tolerance was measurable with the T-RTQ. Techno-Risk can be increasingly hidden in
embedded systems and networks so pupils require more education in risk awareness in
their technological activities. Further research should be carried out on both beneficial
and harmful risks in order to avoid over-emphasizing harmful risks. The key ideology of
the late 20th century Safety Education was achieving zero risk but Safety Education of the
21st century should be aimed to educate to prepare for uncertainty of Techno-Risk.

Keywords: Techno-Risk, Techno-Risk Tolerance Questionnaire (T-RTQ), Safety Education