Technological literacy is nowadays one of the key literacies which enables an individual to actively engage in the world. At the beginning of the theoretical work, the thesis describes the concept of technological literacy and its significance in the individual's daily life. It is defined by three dimensions: knowledge, aptitude, critical thinking and decision-making ability. Each of these is described below, focusing on the component of critical thinking and decision-making skills. On the basis of already measured technological literacy of students in the elementary schools and engineering and technology teachers in Slovenia, we find that the technological literacy in Slovenia is very undernourished, and above all the low results are achieved by students as well as teachers in the field of critical thinking and decision-making skills. The main aim of the thesis is to explore the possibilities to develop and promote this component by stimulating the skills of critical thinking and decision-making skills. Based on foreign studies the story telling model emerged. Furthermore, in one of the studies, it is found that an inclusive approach involving two or more subject areas is appropriate for the promotion and development of critical thinking and decision-making skills, as this affects the improvement of higher order thinking skills, including integrated thinking. In the final chapter of the thesis six different technical stories have been developed, which, depending on the way the students are performing, promote an integrative-convergent or research-divergent thinking. Based on the technical stories method, the teaching of the engineering and technology, which is oriented towards the promotion of critical thinking, will enable students to (a) frequently ask, discover and explore (b) estimate and evaluate the criteria in a given situation (c) to interpret the phenomena, analyze the assumptions (d) form, analyze and evaluate the argument, both of one's own and of others (e) solve technical and technological problems and make decisions and (f) think about their own thinking, in which they become aware of their own assumptions in terms of content, strategy to establish the selection, and they can set goals for further activities.