Recent studies have acknowledged the pedagogical challenges posed by digital technologies in higher education (HE) and the need to expand teacher professional development. In this paper, I present the first conceptualization of Teknosofikum, a three-year project (2020-2023) funded by the Danish Ministry of Higher Education and Science, aimed at promoting HE teachers’ professional development in technology education. The paper draws on data from the first iteration, including definition of intended curriculum, content development with subject experts, and learning activities design. A sociomaterial perspective is adopted, informed by STS, critical design and feminist studies. Through these theoretical lenses, HE teachers’ professional development in technology education is understood as knowledge enacted through an approach of critical relational pedagogy.