Integrating 3D Printing Technology in Education: Insights from a Makerspace Case Study in Kuwait

Authors

DOI:

https://doi.org/10.16920/jeet/2026/v39is3/26093

Keywords:

3D printing, Makerspace, soft skills, engineering skills

Abstract

The development of 3D printing has created an opportunity for educators to utilise such technology in teaching and learning. However, lack of training and other challenges can stop schools from using this technology effectively. This study presents an overview of current 3D printing technology usage in a makerspace at a school in Kuwait. Twenty-seven teachers participated in this study, primarily recruited and selected based on their prior experience using a 3D printing station in the makerspace. This paper is a case study that uses two data sources: observations and questionnaires. The integration of 3D printing is being analysed through the lens of the High Possibility Classrooms (HPC) model, providing a theoretical framework for the study. The results indicated that using 3D printing was effective for education, but there were specific areas that required improvement. Several insights emerged: 3D printing prepares students for the future, promotes student-centred learning, and accommodates various subjects and contexts. This study fills a gap in research, especially about Kuwaiti schools. Furthermore, the findings can inform administrators who are considering the adoption of 3D printing devices in their schools, providing valuable guidance for successful implementation to help students develop soft and engineering skills.

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Published

2026-02-28

How to Cite

Eldebeky, S. M., Ivanova, G., Laryeafio, M. N., Nyame, D., Ayertey, S., & Moussa, N. (2026). Integrating 3D Printing Technology in Education: Insights from a Makerspace Case Study in Kuwait. Journal of Engineering Education Transformations, 39(3), 10–21. https://doi.org/10.16920/jeet/2026/v39is3/26093

Issue

Volume 39, Special Issue 3, February 2026

Section

Articles
Crossref
Scopus
Google Scholar
Europe PMC

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