A case study about what educational opportunities makerspaces offer design and technology teachers

Abstract

The educational aspects of makerspaces have gathered significant attention from researchers due to their interdisciplinary activities, fostering exploration, problem-solving and flexible learning arrangements (Vourikari et al. 2019). However, little research has been conducted on whether makerspaces could enhance the teaching of design and technology in the Maltese context. This study aimed to fill this gap by conducting an exploratory case study at the Makerspace in the Valletta Design Cluster building in Valletta, Malta. The research sought to understand the makerspace culture, the skills and knowledge shared among users, and their alignment with engineering and technology literacy standards (ITEEA, 2020). Additionally, it examined the learning methods employed, particularly focusing on student-centric approaches. Through observations and interviews, the study identified four key themes: individuals who utilise the makerspace, opportunities in the VDC makerspace, knowledge and skills and teaching and learning methods. These themes not only provide a clearer picture regarding the makerspace culture in Malta but also shed light on the educational potential of makerspaces. Lastly, the researcher provided an interpretative account based on the findings and existing literature, outlining how makerspaces could complement formal design and technology education in Malta and suggesting ways to integrate the maker culture and mindset into formal teaching practices.