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

This study aims to investigate the implementation and impact of maker culture in Hong Kong higher education institutions. Maker culture is a collaborative educational approach that not only embraces students’ capacity for self-paced, autonomous learning but also applies this knowledge to creative problem solving and innovation. A qualitative study was conducted, focusing on the experiences of teachers within Hong Kong’s higher education sector. Eight teachers with a computer science background were selected for interviews to gain insights into their perceptions and experiences with maker education. Although a larger and more diverse sample population was initially considered, the decision to limit the sample size was taken to ensure cross-sectional comparability and direct weighting of teachers’ experiences within a singular, complementary educational setting. The findings provide valuable insights into the benefits and challenges associated with integrating maker education into traditional educational systems. It became evident that adequate resources, effective teachers, and improved administrative systems play significant roles in the successful implementation of this approach. Maker education appears to offer a pragmatic alternative to traditional performance-based studies, potentially leading to a future of education that is creative, innovative, and student-directed. Therefore, despite the challenges, with the right support and resources, the integration of maker culture into educational systems could significantly transform teaching and learning processes.