Maker-centered learning in higher education: a descriptive case study across disciplines at a university makerspace

Introduction University makerspaces are increasingly used as arenas for hands-on and collaborative learning, yet empirical studies examining how maker-centered learning unfolds in higher education remain limited, particularly in European contexts. This study investigates how maker-centered learning manifests in courses across disciplines that utilize a university makerspace as a learning environment. Methods Using a descriptive multiple-case study design, we examine three courses at Oslo Metropolitan University representing design education, an interdisciplinary engineering project semester, and a first-year engineering mechanics course. Data were collected through qualitative questionnaires from students and course coordinators and analyzed through cross-case thematic analysis. Results The analysis identified three recurring sets of learning outcomes across the cases: bridging theory and practice, group work and collaboration, and utilizing the makerspace as a learning arena. Students reported that working with physical artifacts and iterative design processes supported deeper engagement with theoretical concepts, while collaborative project work fostered problem-solving and reflection. At the same time, practical challenges related to materials, tools, and group dynamics formed an important part of the learning process. While many immediate outcomes related to technical skills, these skills were embedded within broader competence development when situated in group-based, problem-oriented, and iterative learning environments. Discussion Although based on a limited number of responses from a single institution, the findings provide initial empirical indications of how maker-centered learning may appear in higher education contexts. Interpreted in relation to existing conceptualizations of maker education, the results suggest that university makerspaces can function as environments where creative practice, collaborative inquiry, and hands-on experimentation support competence development across disciplinary boundaries. The study contributes empirical insights into how maker-centered learning may be enacted in university settings and highlights directions for future research on makerspace-based pedagogy in higher education.