Education for Sustainable Development through Maker Education: Visions, Concepts And Experiences

Cristina Sylla; Diana Pereira; Ute Massler; Fabian Pettig; Holger Weitzel; Claudia Bergmüller-Hauptmann; Kerstin Hansson; Moritz Wagner; Philipp Wilfinger; Sandra Palhares; Orlanda Tavares; Eva Lopes Fernandes

doi:10.34190/icer.2.1.3922

Authors

Cristina Sylla CIEC, University of Minho https://orcid.org/0000-0003-2159-7566
Diana Pereira CIEC, University of Minho
Ute Massler University of Education Weingarten
Fabian Pettig University of Graz
Holger Weitzel University of Education Weingarten
Claudia Bergmüller-Hauptmann University of Education Weingarten
Kerstin Hansson Department of Pedagogy, Linnaeus University, Sweden
Moritz Wagner University of Education, Weingarten
Philipp Wilfinger University of Graz
Sandra Palhares CIEC, University of Minho
Orlanda Tavares University of Minho
Eva Lopes Fernandes CIEC, University of Minho https://orcid.org/0000-0002-3838-9846

DOI:

https://doi.org/10.34190/icer.2.1.3922

Keywords:

Ecological making, Intercultural Cooperation, STEAM Education, CLIL, Education for Sustainable Development (ESD), Maker Education, Futures Literacy

Abstract

This paper presents first results from an European Erasmus+ project that integrates ecological Making with interdisciplinary, CLIL-based STEAM education to address eco-anxiety and empower students to participate in negotiating livable futures for all. Drawing on Education for Sustainable Development (ESD), Maker Education, and Content and Language Integrated Learning (CLIL), the project fosters transformative, intercultural learning environments. Using Mobile Maker Boxes (MMBs), students and teachers engage in hands-on problem-solving around sustainability challenges. This paper outlines the project's aims, theoretical framework, methodology, and early insights from an international co-design workshop involving teachers and researchers from five countries. The findings suggest that interdisciplinary, collaborative making—whether physical, digital, or conceptual—enhances student agency, emotional engagement, foreign language and intercultural competence, and Futures Literacy. A Design-Based Research (DBR) methodology supports iterative development, preparing the project for classroom implementation.

Author Biographies

Cristina Sylla, CIEC, University of Minho

Cristina Sylla is a Principal researcher at the Research Centre on Child Studies, at the University of Minho (Portugal). Her research focuses on the design, development and evaluation of innovative pedagogical materials. She is particularly interested in the intersection of traditional games, playful activities and new interactive technological solutions. More about her work here: https://mobeybou.com

Diana Pereira, CIEC, University of Minho

Diana Pereira is a Doctoral Researcher at the Research Centre on Child Studies, University of Minho. She holds a PhD in Educational Sciences - Curricular Development (2016), from the University of Minho and Malardalen University, Sweden. She completed her Postdoctoral Studies in Educational Sciences in 2019. Her research interests are Assessment, Curriculum Development, Higher Education, Educational Leadership, Teacher Education.

Ute Massler, University of Education Weingarten

Ute Massler is a professor of foreign language methodology. Her research focuses on (CLIL)/multilingualism, computer-assisted language learning (CALL), the use of gamification in foreign language teaching and learning, the promotion of reading fluency and the use of Virtual Exchanges in teacher training. She has been involved in numerous EU projects as a leader and partner. The design-based research approach was used in several of her research projects.

Fabian Pettig, University of Graz

Fabian Pettig is Professor of Geography Education and Economic Education at the Department of Geography and Regional Science at the University of Graz, Austria. He is interested in educational and didactical questions in relation to education for sustainable development, with a particular emphasis on transformative, participatory, and planetary pedagogies.

Holger Weitzel, University of Education Weingarten

Holger Weitzel is Professor of Didactis of Biology at he University of Education Weingarten. His research work concentrates on students’ conceptions and their development, advancement in teacher training and integration of electronic media in science teaching. He is editor of “Unterricht Biologie” (Teaching Biology), a widely known German magazine for Biology Teachers.

Claudia Bergmüller-Hauptmann , University of Education Weingarten

Claudia Bergmüller-Hauptmann is Professor for Educational Science with a specialisation in school theory and historical educational research at the University of Education Weingarten. Her areas of research include qualitative-reconstructive school and teaching research, evaluation, school theory, school history, teacher professionalisation, education for sustainable development and global (citizenship) education.

Kerstin Hansson, Department of Pedagogy, Linnaeus University, Sweden

Kerstin Hansson main research areas are Bridging the Gap between Theory and Practice in Teacher Education; simulation training in Teacher Education; Cooperation between Schools and University in Teacher Education; Internationalization in Teacher Education.

Moritz Wagner, University of Education, Weingarten

Moritz Wagner is a PhD student at University of Education Weingarten, specializing in English didactics with a research focus on CLIL (Content and Language Integrated Learning) and Maker Education. He holds a master's degree in Biology and English Education and has teaching experience both in Germany and internationally. In addition to his research, he has interest and experience in virtual exchange projects, particularly regarding the importance and impact of teachers' intercultural competence in multicultural learning environments.

Philipp Wilfinger, University of Graz

Philip Wilfinger, is a PhD researcher for geography education and economic education, working at the intersection of educational science, geography and socioeconomics. His main research interests revolve around transformative sustainability education, ecological economics, environmental ethics and climate politics. He has a broad interdisciplinary background and loves to work transdisciplinary as well as policy-oriented towards a better world for all.

Sandra Palhares, CIEC, University of Minho

Sandra Palhares is Assistant Professor and member of the Research Center on Child Studies (CIEC). Her research focus on artistic education, in Visual Arts, particularly on the recent paradigm shifts in approaches and strategies of formal, informal and non-formal education, teacher training, promoting access to arts, culture and heritage. She has consultant in projects of teacher training. She is director of the master course in Teaching Visual Arts in the 3rd Cycle of Basic and Secondary Education (2024).

Orlanda Tavares, University of Minho

Orlanda Tavares is an assistant researcher at the Research Centre on Child Studies (CIEC) at the Institute of Education, University of Minho. She completed her PhD in Educational Sciences in 2011. Her research interests cover a broad spectrum of topics related to education, such as education policies, access to higher education, social equity, academic achievement, international student mobility, employability and quality assurance.

Eva Lopes Fernandes, CIEC, University of Minho

Eva Lopes Fernandes is a Junior Researcher at Research Centre on Child Studies at the Institute of Education of the University of Minho, Portugal. She completed her PhD in Educational Sciences, Specialisation in Curriculum Development in the same university. Her research interests are assessment, compulsory education, teacher education, teachers’ work and professional development and educational leadership. She has published papers in peer-reviewed scientific journals and participated in national and international research projects.