Implementing a project-based learning framework for teaching additive manufacturing: drivers, enablers and outcomes.

Additive Manufacturing (AM) has rapidly evolved from a prototyping tool to a transformative technology with applications across medicine, aerospace, electronics, and beyond. Unlike traditional manufacturing, which excels in mass production of uniform parts, AM enables the creation of complex geometries and mass customization through direct digital fabrication. Its disruptive potential is not only technological but also social, reshaping value chains and impacting communities. As AM matures, engineering education must adapt to prepare students for its multidisciplinary and innovative nature. Conventional teaching methods often fall short in conveying the breadth and disruptive potential of AM. The diversity of AM processes, ranging from fused filament fabrication and photopolymerization to metal laser sintering and binder jetting poses challenges in defining comprehensive yet focused educational objectives. In response, a dedicated 6 ECTS course on AM in the 2017/18 academic year was envisioned, with full implementation beginning in 2019/20. Aimed at master’s students in materials engineering, the course adopts a mixed project-based learning approach, integrating theoretical instruction with hands-on laboratory work. Students engage with multiple AM technologies, culminating in a final project that synthesizes their learning. This paper presents the pedagogical framework, course structure, and implementation strategy of the course. It details learning outcomes, laboratory schedules, project timelines, and student feedback. The results highlight the effectiveness of a holistic, practice-oriented approach in fostering deep understanding and innovation readiness. This paper examines the interplay between pedagogical drivers, enabling factors, and observed learning outcomes. The experience also reveals opportunities for broader educational initiatives and interdisciplinary collaboration.