<![CDATA[Understanding the Nature of Technology (NOT) is increasingly important as technology continues to shape science education and everyday life. However, evidence on how Thai science–mathematics high school students understand NOT remains limited. This study examined students’ reported understanding of four selected NOT dimensions and explored their views of technology in daily life and education. An explanatory sequential mixed-methods design was employed, combining questionnaire and interview data. Participants were 50 Grade 10 and Grade 11 science–mathematics students from two secondary schools in Maha Sarakham Province, Thailand. Quantitative data were collected through a 20-item questionnaire covering four NOT dimensions and analyzed using mean and standard deviation. Qualitative data were obtained through semi-structured interviews with nine students (n = 9) and analyzed using thematic content analysis. The questionnaire results indicated high levels of agreement across all four NOT dimensions. Technology as knowledge received the highest mean score (M = 4.36, SD = 0.96), whereas technology as a double-edged sword received the lowest (M = 4.28, SD = 1.01). Interview findings indicated that students viewed technology as improving convenience, efficiency, problem solving, and innovation. At the same time, they recognized concerns related to privacy, misinformation, unemployment, and excessive dependence on technology. These findings provide further insight into Thai students’ understanding of NOT and highlight the need to integrate ethical, social, and critical perspectives into science education to support responsible and informed technology use.]]>
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