Technological systems are established in relation to theories and philosophical traditions within technological practice. The question is whether and how this tradition can help to shape technological systems as a field of knowledge for compulsory schooling. From a literacy perspective, knowledge about technological systems is essential in today´s society. In order to create good conditions for students to learn about technological systems, the theoretical and philosophical traditions must be supplemented with an educational tradition, an understanding of how, what, and why to work with technological systems in schools, on different levels. Research concerning technological systems in education focuses to a great extent on students and teachers´ understanding of system-relevant concepts such as input and output, components, and subsystems. By reviewing relevant theories of technological systems, educational research of technological systems and technology, qualities emerged as a basis for constituting technological systems as a field of knowledge for students, thus enabling the identification of strategies for further development within this field.