In response to the growing demand for 21st-century cognitive competencies, this theoretical paper proposes a constructionist framework for cultivating higher order thinking skills (HOTS), including critical thinking, creative problem solving, and design thinking, within South African Technology Education. Rooted in the works of Seymour Papert and Mitchel Resnick, constructionism emphasizes learning through making, designing, and reflecting. These principles align closely with the goals of Engineering and Technology Education and the pedagogical potential of design thinking.

This study integrates three interrelated theoretical lenses: constructionism, design theory, and metacognition. Constructionism provides the pedagogical foundation for creativity and hands-on learning. Design theory offers a structured approach to navigating complex and ill structured problems. Metacognition supports learners in monitoring, evaluating, and refining their thinking processes. These are key components of critical thinking and problem solving.

The framework is contextualized within the Automotive Mechanical Technology strand of the South African CAPS curriculum. This curriculum emphasizes diagnostic reasoning, systems thinking, and practical problem solving in real world mechanical contexts. Grade 11 learners are expected to engage with complex systems such as braking, ignition, and fuel systems. These tasks inherently demand higher order and critical thinking. However, traditional pedagogical approaches often fall short in cultivating these skills, particularly in under resourced public schools.

This paper positions design thinking as an innovative pedagogical strategy. It not only fosters creativity and collaboration but also transforms how learners engage with complex technological content. By synthesizing these theoretical perspectives, the paper offers a cohesive and forward-looking model for embedding design thinking into Automotive Mechanical Technology education. This approach systematically cultivates HOTS, creativity, and critical thinking.

This theoretical contribution advances the discourse on pedagogical innovation. It offers a research informed foundation for reimagining Technology Education as a space for inquiry, invention, and cognitive growth. It also lays the groundwork for future empirical research, curriculum reform, and teacher professional development.

Keywords: Constructionism, Design Thinking, Metacognition, Higher-Order Thinking Skills (HOTS), Critical and Creative Thinking, Problem Solving, Automotive Mechanical Technology, Technology Education in South Africa.