From Theory to Practice: Unveiling the Synergistic Potential of Design and Maker Education in Advancing Learning

Contemporary education systems are constantly evolving to meet the changing needs of learners and advancements in technology. In this dynamic landscape, there is a growing recognition of the need for alternative approaches to traditional performance-based studies. One such approach that holds promise is maker education, which allows learners to engage in autonomous, self-paced learning while applying their knowledge to innovative problem-solving and fostering creativity. This research aims to explore the role of maker culture within academic institutions, focusing on the experiences of secondary school teachers in Hong Kong. Qualitative interviews were conducted to delve into the perceptions and experiences of these teachers in implementing maker education in their classrooms. By examining their insights, this study contributes to the existing literature by assessing both the benefits and challenges associated with integrating maker education into conventional education systems. The findings of this research highlight the potential advantages of maker education. By providing learners with ample resources, effective educators, and improved administrative strategies, education systems can embrace a future centered on making. This approach empowers students to take ownership of their learning, fostering creativity, innovation, and a student-led educational experience. It not only equips learners with valuable skills for the modern world but also instills a sense of curiosity and exploration.