<p>Technology education aims to enhance students’ technological literacy. Strengthening students’ technological literacy through deliberations on technology can promote their engagement as citizens and encourage them to consider socio-scientific and sustainability issues related to technology in society. However, students tend to regard technology as deterministic, believing they have little control over technological systems and developments. This perception of technological determinism can shape students’ understanding of technological possibilities and limit their ability to critically and creatively engage with technology. Consequently, this can pose a challenge to fostering students’ technological literacy and citizenship. This article explores students’ expressions of technological determinism during their deliberations on renewable energy technology. The present study is part of a design-based research project in which an inquiry-based student project on renewable energy technology was developed and implemented in two iterations in collaboration with teachers to improve educational practices. The empirical data consisted of video and audio data from students working in groups and participating in plenary discussions. The analysis suggests that students expressed technological determinism when deliberating on technological design processes, technological development and energy use and consumption related to social, environmental and sustainability issues. We argue that their expressions of determinism may influence their technological literacy and citizenship. Furthermore, students can also view technological consequences as a shared responsibility between humans and technology, particularly in discussions on design, implementation, energy use and consumption related to technology and sustainability.</p>