2026-06-17T18:39:54Zhttps://dataverse.no/oaidoi:10.18710/RXENFC2026-02-18T02:00:08ZdataversenoHarvesterDataverseNOusn10.18710/RXENFCOlafsson, BrynjarBrynjarOlafsson0000-0003-3064-5881https://ror.org/05ecg5h20Groth, CamillaCamillaGroth0000-0003-1327-4476https://ror.org/05ecg5h20Kolesnyk, LarysaLarysaKolesnyk0000-0003-4101-7418https://ror.org/05ecg5h20Søyland, LoviseLoviseSøyland0000-0001-6287-6671https://ror.org/05ecg5h20Høibo, Ingrid HolmboeIngrid HolmboeHøibo0009-0007-8699-3822https://ror.org/05ecg5h20Maker centered learning - cultivating creativity in tomorrows schoolsDataverseNO2026Social SciencesMaker centered learningEducationCreativityEmbodied learningMakerspaceOlafsson, BrynjarBrynjarOlafssonUniversity of South-Eastern NorwayUniversity of South-Eastern NorwayFaculty of Humanities, Sports and Educational Science; Department of Visual and Performing Arts EducationUniversity of South-Eastern Norway2026-01-082026-02-172021-11-01/2025-12-31Interview guides, observation forms and other documents related to data collection in this project.10.7577/formakademisk.593310.7577/formakademisk.597710.24377/DTEIJ.article336710.1111/jade.1254710.1007/s10798-024-09919-010.7577/TechneA.494610.24377/DTEIJ.article220310.1177/105971232311794884618120855110570172536163217134198139603201832289422171006190021text/plainapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdf1.0CC0 1.0The primary objective of this project was to analyse creative maker-centered learning and pedagogical practices for systematically educating creativity in primary and secondary schools, and to develop scientific knowledge on accessible educational practices that cultivated learners’ creativity and innovation capabilities to help bridge the ingenuity gap in future education. The secondary objectives were to: (1) enhance knowledge of how creativity was deliberately educated in school makerspaces and how maker-centered learning supported the development of creative capabilities and digital competences; (2) develop knowledge of how maker-centered learning could be applied in pedagogical practices to systematically educate creativity and innovation in basic education; and (3) generate knowledge on how teachers could effectively facilitate and scaffold students’ innovation processes in maker-centered projects.
The project results demonstrated how design and creativity could be systematically integrated into regular educational practices. Maker-centered learning proved applicable across educational levels and generated actionable pedagogical models that contributed to the advancement of STEAM education and the professional development of teachers in STEAM subjects.The Research Council of Norway324758