SCI MakerSpace – pedagogical integration and course development

Mapped principles

The project is mapped to the following framework principles:

P5. Available experimental environments

P3. Active student-centred learning

P6. Vibrant campus

P9. A developing educational culture

P12. Broadened recruitment and participation

Definitions of the principles

Contact

(until the project manager has been appointed)

Oscar Tjernberg professor

oscar@kth.se , 087904140

Profile

Project number

This project is implemented at the School of Engineering Sciences (SCI) within the Future Education programme (project no. 2629-SCI)

Project context

International research is unequivocal: a makerspace without conscious pedagogical integration and structural inclusion work does not reach its potential – it risks becoming male-dominated, isolated from courses and underutilised (Archer et al., 2025; Özkil et al., 2020). The four workshops that the Working Group SCI-MakerSpace conducted in the spring of 2026 with approximately 100 participants confirm both a great interest and a significant variation between institutions in how the environment can be utilised – several courses are immediately ready to integrate makerspace work, while others require more extensive adaptation.

Common pedagogical conditions – course integration, safety training, JML strategy and pilot implementation – need to be created in order for the investment in the physical environment to have an actual impact on education and lead to broad student and teacher participation from the start.

Purpose (outcome)

The purpose of the project is to make SCI MakerSpace an active and supporting part of the school's educational activities from the first year of operation, rather than a stand-alone resource that is gradually put into use. The positive effect that the output generates for KTH over time includes three dimensions:

1. Strengthened engineering skills – students develop interdisciplinary, practical professional skills through hands-on, project-based learning (Tibert et al., 2018; Özkil et al., 2020);
2. Increased educational quality – constructive alignment between courses and makerspace increases engagement, goal fulfilment and retention in education;
3. Broadened participation – structural inclusion work creates an environment where underrepresented groups thrive, return and develop an engineering identity (Archer et al., 2025; Keune et al., 2019).

Note: Several measurable impact objectives exist – read more in the project directive below.

Project results (output)

The project will deliver the following concrete results:

• A pedagogical model for makerspace progression through the Bachelor's and Master's programmes (years 1–5).
• A course integration plan with prioritised courses from SCI's undergraduate and Master's programmes classified into three categories according to adaptation needs (“Already suitable”, “Some adaptation”, “More extensive adaptation”).
• A safety and induction system consisting of a Canvas module, an in-person induction process and a “driving license system” for risk equipment, all in accordance with AFS 2023:11.
• A JML strategy with associated follow-up plan based on the 3-STEP framework and Equity Compass (Making Spaces Project, n.d.).
• A pilot implementation HT27 in 4–6 selected courses with documented evaluation according to established impact goals.
• A final report with recommendations for broad rollout at SCI and transferability to other KTH schools' makerspace initiatives.

Time plan

Start date: 2026-09-01
End date: 2027-12-31

Project documentation

If you have a KTH ID, you can read the documents when logged in:

• Project directive (Swedish): Projektdirektiv_FrU26_2629-SCI_MakerSpace.pdf