Engineering education for inclusion: developing transversal and disciplinary competencies with maker projects Academic Article in Scopus uri icon

abstract

  • This study explores how participation in EduMakers, a social service program, helps higher education students develop essential competencies for their future careers. Within a maker space, students design and prototype inclusive didactic materials based on Universal Design for Learning principles. Using Grounded Theory, the study analyzes the development of disciplinary and transversal competencies through student testimonies and field notes. Findings indicate that EduMakers enables students to acquire valuable competencies aligned with the Tec21 model and ABET criteria, including technical skills like design and digital fabrication, as well as communication skills and social intelligence. Both types of competencies converge in critical areas like problem-solving, decision-making, and teamwork. The study concludes that fostering learning spaces that encourage creative thinking and teamwork enhances problem-solving competencies, enriching students' academic experiences and preparing them for future professional roles. By participating in EduMakers, students develop essential skills for their future careers. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

publication date

  • January 1, 2025