People from all backgrounds engage with technology in their everyday life. There is, however, a gap in public’s understanding of technology and limited research on how engineers and non-engineers approach technological challenges. Prior studies have focused on public’s understanding of technology and broadening Science, Technology, Engineering, and Mathematics (STEM) pipeline but limited research has been conducted on how people deal with technological challenges as part of their everyday life. Studying how individuals with non-STEM backgrounds engage with technology will contribute to understand, more comprehensively, strategies for closing the technological literacy gap. Taking into account that technology developments rapidly occur, lifelong learning skills are another critical dimension of technological competency.

The purpose of this study is to identify qualitatively different ways in which adults with STEM (specifically engineering) and non-STEM backgrounds and distinct levels of lifelong learning approach technological challenges in their everyday life.

A sequential mixed methods design using nested, purposeful sampling was performed. The quantitative strand included cluster analysis for outlier identification. The qualitative strand included thematic analysis. Four groups of participants were formed: Engineers with lower (LLE) and higher (HLE) levels of lifelong learning and non-STEM participants with lower (LLnE) and higher (HLnE) levels of lifelong learning. Twelve outliers, three in each group, were selected for the qualitative strand. Two semi-structured interviews were conducted on participants’ past and recent experiences with technology and challenges they faced during their interactions with it.

Three dimensions of approaching technology (attitudes, behaviors, and conceptions) emerged from the analysis. Those with broader conceptions of technology were more active users of technology and were emotionally neutral towards the challenge. Conversely, those who had narrower conceptions of technology were passive users of technology and had strong positive and negative emotions towards the challenge. The analyses resulted in five different approaches to technological challenges: Disengagement, scaffolding, transitioning, emotional engagement, and ownership. In particular, background shaped conceptions about technology, engagement and attitudes towards the challenge. This inclusive understanding informs future research and practice about new strategies for improving technology education for all citizens, aligned with the 21^st century skills framework.