<p>Educational robotics kits (ERKs) are increasingly adopted in technology education to promote hands-on learning and problem-solving skills. However, the extent to which their design intentionally supports the development of students’ technological literacy remains insufficiently examined. This research investigates how deliberately current ERKs are designed to foster technological literacy, identifying design gaps in alignment with curriculum-based competencies. Adopting a holistic multiple case study methodology under a constructivist epistemology, the research analyses 30 representative commercial ERK products using publicly accessible documentary sources, such as product websites, manuals, and instructional guides. The analytical framework is grounded in five core competencies and seventeen primary indicators derived from China’s General Technology curriculum. Qualitative coding methods were applied to evaluate the alignment between ERK design and curricular objectives, and a Sankey diagram was used to visualise the distribution and frequency of aligned competencies. The findings indicate that while many ERKs offer broad coverage of competencies, this coverage often lacks intentionality. The research introduces the concept of design evenness to describe such superficial comprehensiveness, which may obscure the absence of focused pedagogical intent. It contributes a competency-linked analytical lens for evaluating ERK design and provides practical implications for developers, educators, and policymakers. For developers, the findings highlight areas for product refinement. For educators, they offer strategies for selecting ERKs that support curriculum goals. For policymakers, they provide a basis for aligning ERK offerings with education standards. The research advances understanding of how educational tools can be more effectively designed to support technological literacy in formal education contexts.</p>