Creativity Research Articles

Does Community Engagement Boost Pre- and In-Service Teachers’ 21st-Century Skills? A Mixed-Method Study

This study investigated community engagement in developing the 21st-century skills of pre-service and in-service teachers in the context of four skills: communication, creative thinking, collaboration, and critical thinking. It focused specifically on the effectiveness of community engagement in promoting the 4Cs for pre- and in-service teachers and whether such effectiveness differs between pre-service and in-service teachers. This study used a sequential mixed-methods design. A quantitative survey of 160 pre-service and 80 in-service teachers in Abu Dhabi was conducted followed by purposeful qualitative interviews with 20 pre-service teachers. The instrument was adapted from an existing 21st century skills measures. Quantitative data were described using descriptive statistics and analyzed using inferential statistics. The interview transcripts were analyzed. The findings showed that in-service teachers’ performance was better than that of pre-service teachers in all four elements of 21st-century skills, with significant disparities recorded in critical thinking and collaboration, possibly because of field experience. These qualitative results show that community engagement promotes the 4Cs by allowing teachers to apply theoretical knowledge in field contexts and sharpen problem-solving, communication, and teamwork skills. Nevertheless, challenges such as limited resources and time must be compensated for with better initiatives that organizations can employ to promote community engagement activities. This study suggests that using social engagement activities in teacher training is a fruitful way to address this skill gap. This provides implications for teacher preparation and the infusion of community engagement into teachers’ training to foster the 21st-century development of competencies in teachers-to-be.

Influence of artificial intelligence technologies on the development of logistics processes in the transport industry: expert assessment of risks and prospects of automation

The integration of modern digital technologies into logistics processes is one of the key areas for increasing the competitiveness of companies in the global market. Logistics service providers (PL providers) are actively implementing artificial intelligence technologies, which are used to optimize transport routes, manage logistics operations, improve security and increase the overall efficiency of the transport system. The use of artificial intelligence opens up broad prospects for logistics, allowing significant results to be achieved in the field of resource management and cost optimization. Modern fifth-level logistics operators (5PL) are successfully mastering AI-based technologies, which allows them to ensure sustainable revenue growth. Today, conditions are being formed for the emergence of sixth-level providers (6PL), a distinctive feature of which is the desire for complete automation of logistics processes and minimal participation of human labor. The purpose of this study is to analyze the impact of artificial intelligence on the development of the logistics industry and study the opportunities it provides for the further transformation of logistics companies in the context of digitalization. As part of the study, a questionnaire was developed, with the help of which a comprehensive analysis of the impact of AI technologies on various areas of logistics companies was carried out. The study pays special attention to comparing the capabilities of artificial intelligence with human resources not only in terms of professional expertise and analytical flexibility, but also taking into account such qualities as creative thinking, moral and ethical guidelines and the ability to make non-standard decisions. In addition, the study includes an analysis of the attitude of specialists to potential risks associated with the introduction of AI in the business processes of transport and logistics enterprises, which is an important aspect when assessing the consequences of digital transformation. The results of the study make a significant contribution to the development of scientific knowledge in the field of logistics, contributing to a deeper understanding of the prospects for using AI technologies in logistics chain management. The data obtained can serve as a basis for further scientific research, as well as for the development of new logistics models that meet the requirements of the modern digital economy. The practical significance of the study lies in the possibility of its application for risk analysis and assessment of the consequences of the introduction of artificial intelligence, which is especially important for companies seeking to increase the level of automation of logistics processes and reduce the share of human participation in management.

Ready to Boost Adolescents’ Creative Thinking? How Problem-Based Blended Learning Empowers 15-17-Year-Old Students

longer optional but essential. As students navigate an era demanding innovation and problem-solving, teachers must rethink how learning happens. This study explores the effectiveness of problem-based blended learning (PBBL) in enhancing creative thinking skills among students aged 15-17. The study employs a quasi-experimental design involving both experimental and control groups, with a pre-test and post-test approach. A purposive sampling technique selected 40 students within the target age range. Students’ creative thinking was assessed using an essay-based instrument aligned with the PISA 2021 Creative Thinking Framework, which focuses on generating diverse ideas and creative ideas and evaluating and improving ideas. The results reveal that PBBL has a significant impact, as indicated by a high effect size tested using Cohen’s d formula of 0.9 on the post-test results. These findings suggest that problem-based blended learning is an effective strategy for promoting creative thinking skills in adolescents and may serve as a valuable approach for future educational practices.

Manajemen Pendidikan dalam Perspektif Islam

The basic principles of management can be narrowed down to four things: [1] people; [2] resources; [3] goals; and [4] time. When these four elements are realized, they appear as a social unit called an "organization". It can be concluded that management work is a subsystem of the organization. Management is the key to organizational success because with effective management, organizations can achieve goals efficiently. Management in the Qur'an is not clearly stated. But the function or purpose in the conceptual approach of the Qur'an as values will be found to be much relevant. These values include: [1] Management as an individual and collective responsibility (QS. 99:7-8). [2] Management as a means of dividing work (QS. 06:165). [3] Management as work that must be accounted for (QS. 52:21 and QS. 74:38). [4] Management as a way of efficient and productive financial management (QS. 25:67). [5] Management as planning and foresight (QS. 59:18). The dynamics of thought on Islam and education are mapped: [1] The radical and scripturalist “universalist” group. Its figures are: Sheikh Hasan al-Banna, Sayyid Qutb, Sheikh Muhammad Rasyid Ridla, and Maulana Abul A’la al-Maududi. Their argument: Islam regulates the way of life from the smallest to the largest problems, including the education system. [2] The group influenced by western liberalism. Its figures are: Ali Abd al-Razik and Thaha Husein. Their argument: There is no Islamic education but Islamic education. [3] The group that tends to be liberal. Its figures include Husein Haikal. Their argument: Education is an area of creative thinking (ijtihadi) on the foundation of Islamic values.

Pengaruh Perkembangan Teknologi terhadap Minat Baca Siswa UPT SPF SD INPRES Manggala

This study aims to determine the effect of technological developments on reading interest in students at UPT SPF SD Inpres Manggala. This research is an ex post facto study using a quantitative approach. This research took place at UPT SPF SD Inpres Manggala, Makassar City. The sample in this study were students in grade V, with a total sample of 37 students, while the sampling technique used simple random sampling. The data collection method for sampling used questionnaires and documentation, with data analysis using SPSS 21.0. The results of the descriptive statistical analysis with an average value of technology use of 3.459 with an interval value of 65-80 were in the very influential category. Meanwhile, students' reading interest is seen from the average value of the results of 3.378 with an interval value of 50-64 with a percentage of 51.4% in the high category. The results of the inferential analysis show a positive influence of the learning environment on creative thinking skills with a Sig value of 0.000 according to the specified criteria Sig (0.000) ≤ (0.05) so that H0 is rejected and H1 is accepted. Based on the results of the research that has been conducted, it can be concluded that technological developments have a very high influence on students' reading interest at the UPT SPF SD Inpres Manggala.

Ecological and personal model of the innovation environment preschool educational organizations: professional and pedagogical aspect

Introduction. In the modern information society, innovation is a strategic resource that largely determines the competitiveness of any organization, including preschool education. In this regard, it becomes important to search for effective management mechanisms for the competent introduction of innovations into preschool practice. One of these mechanisms is the creation of an innovative environment in a preschool educational organization that is favorable for generating new ideas, creating and introducing innovations into the pedagogical process that significantly increase its effectiveness. An analysis of the scientific literature shows that this problem has not been systematically considered, and therefore there are no scientifically sound approaches to its solution. This fact makes it relevant to determine the methodological guidelines for modeling the innovative environment of a preschool educational organization.Materials and methods. Interdisciplinary theoretical analysis of psychological, managerial, pedagogical, and economic literature on the problems of innovation, environment and environmental education, and innovation management; a method for modeling the innovative environment of a preschool educational organization.Results. In the context of the ecological and personal approach and based on the structural and functional model of the educational environment developed by V.A. Yasvin, a model of the innovative environment of a preschool educational organization has been created, including socio-psychological, spatial, subject and activity components. In this model, the innovation environment is defined as a qualitative characteristic of the professional and pedagogical environment, a source and factor of successful creative activity of the teacher and as a resource for the development of a personality type with creative thinking. It is shown that a significant feature of such an environment is the unity of opportunities and conditions for innovation.Discussion and conclusions. The developed ecological and personal model of the innovative environment of a pre-school educational organization, revealing its essential characteristics, such as the duality of nature, dynamism, manageability, system-structural and event-situational organization, a resource for professional and personal development of a teacher, deepens scientific understanding of this phenomenon of pedagogical reality.

Unraveling the creative mathematical thinking of primary school children: A qualitative exploration

This study investigates the creative mathematical thinking processes of 15 fourth-grade students with varying achievement levels in mathematics. Using qualitative methods such as interviews and document analysis, the study explores student responses during problem-posing and multiple-solution tasks. The findings reveal that higher-achieving students demonstrated a greater capacity for divergent thinking and generated more original ideas, while lower-achieving students relied primarily on convergent thinking, focusing on basic operations like addition and subtraction. Additionally, the study suggests that language skills and reading comprehension weaknesses may hinder lower-achieving students’ performance in mathematical problem-posing and exploration. This research contributes to the growing body of literature on creative mathematical thinking by examining this important skill in younger students, an age group that has been relatively understudied in this context.

Integrating Generative Artificial Intelligence and Human Design: The Impact of Automation Level on Human Creative Experience and Efficiency

Generative artificial intelligence (GAI) has emerged as an indispensable tool across various design disciplines, increasingly integrated into different stages of the design process. However, research on the effectiveness of human-AI collaboration in design remains limited, and the role of AI in the creative process is still underexplored. This study presents a single-factor between-subjects experiment involving 79 participants to evaluate the impact of varying degrees of automation in generative design tools on user experience and design efficiency. The independent variable is the degree of automation of the GAI tool, categorized into three levels: low, moderate, and high. The dependent variables include time, creative experience, and creative quality. Creative experience encompasses task load, perception, and creativity support, while creative quality pertains to aesthetic and usability outcomes. The results indicate that increasing the level of automation significantly reduces design time. Moderate levels of automation are most effective in lowering task load and balancing human-machine collaboration, whereas extreme levels of automation may be counterproductive. Although highly automated GAI can rapidly enhance visual aesthetics, its impact on stimulating designers’ creativity and critical thinking is limited. This research contributes to evaluating the effectiveness of human interaction with AI in the design process and offers insights for optimizing the application of AI in design.

Comics in The Classroom : A Study On Improving Students' Creative Reading Literacy in Indonesian Language Learning

This research aims to develop comic-based learning media to improve students' creative thinking skills in Indonesian language subjects in junior high school. This study employed the research and development method with the ADDIE model (analysis, design, development, implementation, and evaluation). The instruments included observation questionnaires, interviews, and feasibility and effectiveness assessments. Data analysis techniques used were descriptive qualitative and quantitative. The study's results are as follows: (1) Initial observations highlighted the need for developing learning media in class VII SMP/MTs, which served as the basis for product development; (2) The design stage involved creating learning media components ready for development; (3) The development stage produced comic-based learning media tested by several experts and students, along with an effectiveness test; (4) Material expert tests scored 3.80, media expert tests scored 4.00, indicating good quality. Student feasibility tests calculated using the AIKEN V formula scored 0.95 to 1, categorized as very good. An experimental test was conducted on 20 students in control and experimental classes. The independent sample test analysis yielded a p-value of 0.154, indicating that the p-value > 0.05, thus H0 was accepted. Therefore, the comic products developed are effective in improving students' creative thinking skills. This research is expected to provide references for learning media that enhance creative literacy, leading to students' creative thinking skills, an essential competency in the 21st century.

NANOFIBER MEMBRANES FOR RENEWABLE ENERGY: A STEM APPROACH TO CREATIVE THINKING IN EDUCATION

The development of renewable energy technology is increasing rapidly, one of which is the nanofiber membrane, which has the potential to be an innovative material for various applications, including renewable energy. Its utilization in learning, especially STEM-based approach, to improve students' understanding of renewable energy and its applications, is still limited. This study contributes by introducing a novel approach that integrates nanofiber membranes into STEM-based approach in current educational practices. This study aimed to describe and evaluate the effectiveness of STEM-based approach that integrates a nanofiber membrane to improve students' creative thinking skills on the topic of renewable energy. A quasi-experimental design with pre-test and post-test design was employed, involving 120 tenth-grade high school students. The findings indicated that implementing nanofiber membrane within STEM-based learning improved students' creative thinking skills compared to traditional teaching methods. In the experimental group, no students achieved medium-level n-gain, while 45.45% attained high-level n-gain. Conversely, in the control group, 13.64% of students had low-level n-gain, 86.36% reached medium-level, and none achieved high-level n-gain. This research highlights the importance of linking current technologies, such as nanofiber membranes, with classroom learning to enhance students' understanding of renewable energy and to prepare them for future sustainable development challenges. Keywords: creative thinking skills, experimental research, nanofiber membrane, science and technology education for sustainable development, STEM approach

Effect of Landa's Model on the Development of Creative Thinking of Primary School Students in the Group of Family and Technical and Vocational Education

Teaching creativity skills to learners is one of the most important goals of those involved in education. This research aims to evaluate the effect of Landa's model on the development of creative thinking of primary school students in the family and technical and vocational education groups. The research uses the method of quasi-experimental designs "pre-test-post-test with control group and matched". The population of 1050 male students of elementary schools in Baghdad city – Iraq is considered. The sample size of two classes with 30- students was selected by random cluster sampling from among 21 boys' classrooms in Baghdad and they were assigned into two groups: Landa and simple method. Multivariate covariance analysis is performed using SPSS statistical software to explain the research hypotheses. The results of the study indicate the existence of a significant difference in each of the dimensions of creative thinking, including innovation, expansion, flexibility and fluidity, between the two experimental groups (using the Landa method) and the control group (using the traditional method). In other words, the use of Landa's method has ascertained a significant effect on students' ability to think creatively compared to the use of the traditional method. The results of the first hypothesis show that the students who were taught by the Landa method, compared to their peers who did not experience this method, have a significant difference in the ability to think creatively in social studies. In particular, teaching social studies using the Landa method has been significantly more effective than the traditional method in strengthening students' creative thinking .

Improving Student’s Creative Thingking Skills Using Worksheets Based STEM-Project

This study aims to determine the characteristics, teacher and student responses, and the effectiveness of STEM-PjBL-based LKS on the material of making peuyeum to improve creative thinking skills in the developed biotechnology material. The method used is a mixed method with an embedded experimental model. This study involved 10 biology teachers and 20 students in Lampung Province at the pre-intervention stage and after the intervention involving 32 grade X students of SMA Negeri 3 Bandar Lampung and 2 teachers as research observers and 1 teacher as a teacher. Data collection was carried out through a LKS validation questionnaire on the aspects of material suitability, construction, and readability for experts, a teacher response questionnaire covering material suitability and readability, and a student response questionnaire after implementing learning using STEM-PjBL-based LKS, as well as a set of pretest-posttest instruments for creative thinking skills. The data analysis technique in this study used the paired sample t-test. The average percentage of expert validation results for the material suitability aspect was 89.77%, construction 90.62%, and readability 87.50% so that the STEM-PjBL-based peuyeum making worksheet was declared valid and had a “very high” criterion according to Arikunto's assessment standards with characteristics following the STEM-PjBL syntax and containing local wisdom in the form of peuyeum. The teacher's response to the material suitability aspect was 93.18% and readability 91.66% and the average student response was 84.81% so that the worksheet was suitable for use in biology learning with a "very high" criterion. The results of the paired sample t-test stated that there was a significant difference between the pretest (41.85) and posttest (72.99) scores of students, so that the STEM-PjBL-based peuyeum making worksheet that was developed effectively improved creative thinking skills.

Development of an Android-assisted STEAM-based Project Based Learning Model in Informatics Subjects at Vocational High Schools

This research aims to develop a STEAM-based Project-Based Learning (PjBL) model (Science, Technology, Engineering, Arts, and Mathematics) assisted by Android in Informatics subjects at SMK. This model was developed using the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) approach to ensure its effectiveness and usefulness in improving student competence. With the integration of technology and a project-based approach, this model is expected to improve students' skills in problem solving, creative thinking, technical skills, and soft skills. 21st-century learning demands a learning model that is able to develop student competencies, especially in the aspects of critical thinking, creativity, communication, and collaboration (4C). The challenges of the industrial revolution 4.0 also require vocational education, especially in SMK, to produce graduates who are work-ready and able to adapt to technological developments. However, the low absorption rate of SMK graduates in the industrial world indicates a competency gap that must be addressed. Therefore, an innovative learning model is needed that can integrate 21st-century skills with industry needs. The results of this study are developing a STEAM-based project-based learning model. It has validity, practicality, and effectiveness that has been tested so that it is feasible to use in informatics subjects in vocational schools. The implications of this research can improve student learning outcomes in terms of cognitive, affective, psychomotor, and improve student soft skills. Thus, this learning model can be an effective alternative in supporting Informatics learning in SMK to face the challenges of the digital era and industrial revolution 4.0.

CULTIVATING CREATIVITY IN ARCHITECTURE EDUCATION: STUDENT PERCEPTIONS AND PEDAGOGICAL APPROACHES IN DESIGN STUDIOS OF LAHORE

This research investigation examines the pivotal importance of creativity defined in this study as ability to produce original but practical and relevant solutions, whether innovative or not (Weisberg, 2006; Amabile & Khaire, 2008) in architectural pedagogy, with a particular emphasis on student perceptions in the design studio environment. Architectural education must balance the creative process with regard to technology and theory, with the design studio remaining the central place for these fields to converge, enabling students to develop distinguishing and efficient design solutions. There is no compromise with creativity in this equilibrium but it is a concordance, where technology is used to assist the creative process and not restrict it (Gelernter, 1988). To encourage creativity in the studio environment, various teaching strategies are used, such as reflective practices and strategies that promote creative thinking. In addition, models of learning such as Kolb's experiential learning cycle and Leary's interpersonal theory are explored for their influence on student behavior and impact on the learning process in architectural education. The Pedagogy Survey in the Design Studio identifies significant student experiences and perceptions, providing evidence of a complex educational environment. Although students believe in the importance of creativity, structure, and real-world projects, there are areas for development in relation to pedagogy. Many students express a need for more structured and clearer frameworks to help them formulate their ideas, as well as a more balanced approach to integrating creativity and practicality. Rather than juxtaposing creativity with practicality as opposing forces, this view actually posits their interdependency: practical constraints function as conditions activating creative solutions (Kowaltowski et al., 2012). Additionally, open-ended qualitative feedback reveals students seek a combination of pedagogical support that emphasizes individualized instruction and real-life applications for tangible learning outcomes. Keywords: Design Studio Pedagogy, Architecture Education, Creativity, Lahore

DEVELOPMENT OF GRAPHIC DESIGNS FOR PAINTING

Graphic design is an applied art whose activity consists in projecting visual communications intended to transmit specific messages to social groups. Its practice involves creativity, innovation and lateral thinking using manual or digital tools. Out of collected designs the fifteen highest preferred designs of each category were screened by experts and they were used to develop designs for painting. To develop suitable designs for paintings the designs were developed by using geometrical, graphic designs and self clicked photos. The preference for said objectives, suitable designs will be sort from the experts to get the aesthetic products.

Contextual-based science Pop Up Book: Learning media to improve creative thinking skills of junior high school students

Students’ creative thinking skills in Indonesia are still relatively low. This is because students have difficulty in understanding the material that has been learned, are limited and inhibited in conveying ideas, and the learning process is less efficient because it only uses learning media that is less interesting and uses lecture methods that are easily boring. This study aims to describe the validity, practicality, and effectiveness of contextual-based science Pop Up Book learning media to improve the creative thinking skills of junior high school students. Creative thinking skills measured include fluency, flexibility, originality, elaboration. This research uses a development research design with the ADDIE model, namely analysis, design, development, implementation, and evaluation. Data collection techniques and instruments used include validation sheets, learning implementation observation sheets, test questions (pre-test and post-test), and student response sheets to measure students’ creative thinking skills. The results of data analysis showed that the contextual-based science Pop Up Book media obtained a validity score of 88.28% with very valid criteria. The practicality of the contextual-based science Pop Up Book media through the learning implementation observation sheet obtained a score of 89.14% with very practical criteria. The use of contextual-based science Pop Up Book media is also proven effective through the results of the N-gain score of 0.56 with moderate criteria. As well as student responses to the contextual-based Science Pop Up Book were very good with a score of 90.05%. The contextual-based science Pop Up Book media developed as a whole can be concluded to be valid, practical, and effective for improving the creative thinking skills of junior high school students.

Automata: AR Integration in Action for Bridging Theory and Application in Mechanical Systems with AI Generating Case Studies

In the scope of the new technological era we live in, creative learning, prototyping and innovative problem solving are increasing in value day by day; revealing a significant lack of knowledge between theoretical knowledge and practical application in mechanical systems. Due to this, newcomers in K12 laboratories find it quite challenging to take on new projects by themselves. Aiming to find a constructive way to fill this gap, we prototyped hands-on kits called “automata”. The kits we designed in total have 6 models, completely open-sourced, which we produce in our fablab consisting of a farm of 20+ 3D printers. The kits illustrate core concepts of cams, cranks and gears, each model has its own original design which illustrates systems we constantly face in our daily lives but fail to realize. To encourage innovative and creative thinking, we enhanced the kits with augmented reality (AR) by creating our own website, “AutomatAR”. As users interact with these models, movements are mirrored by corresponding AR animations on their mobile devices. Users overcome our AR scenarios, case studies, then generate their own case studies with, again, our own AI website. We had the opportunity to test this kit on K12 students, each workshop resulting with high accuracy of learning in our feedback forms. We believe this workshop is a great contribution to constructionist and innovative learning since by connecting physical building with digital visualization, the kit offers an interactive approach to learning mechanics, helping K12 students to bridge the gap between theory of mechanics and the practical technological application.

Bridging Theoretical And Applied Mechanics by Integration of Augmented Reality: Automata

In the scope of the new technological era we live in, creative learning, prototyping and innovative problem solving are increasing in value day by day. However, newcomers in K12 laboratories find it quite challenging to take on new projects by themselves. Our observations in STEM projects and robotics competitions revealed a significant gap between theoretical knowledge and practical applications in mechanical systems. Aiming to find a constructive way to fill this gap, we prototyped kits labeled “automata”. Creativity can enhance the hands-on multidisciplinary learning experience by drawing interest in the process of creating a unique outcome[3]. The kits we designed in total have 6 models which we produce in our fablab consisting of a farm of 20+ 3D printers. The kits illustrate core concepts of cams, cranks and gears which are the most used and base of all mechanical systems. Each model has its own original design which illustrates systems we constantly face in our daily lives but fail to realize. When finalized with the design of the kits, to encourage innovative and creative thinking, we enhanced them with augmented reality (AR). As users interact with these models, movements are mirrored by corresponding AR animations on their mobile devices. For instance, geneva stop automata have jellyfishes rotating in correlation to the rotational movement of the gear. We had the opportunity to test this kit on K12 students, each workshop resulting with high accuracy of learning when comparing our before-after forms’ feedbacks. We believe this workshop is a great contribution to constructionist and innovative learning since by connecting physical building with digital visualization, the kit offers an interactive approach to learning mechanics, helping K12 students to bridge the gap between theory of mechanics and the practical technological application.

Mobile-Assisted Project-Based Learning using Plotagon Digital Animation for Teaching English to Nursing Students

In the modern healthcare environment, nurses must be proficient in both spoken and written English to achieve better career prospects and ensure successful participation in continuing professional development. However, teaching English to nursing students in Indonesia has presented significant challenges like low motivation, lack of exposure, and lack of confidence in communication. The current research aims to students’ experiences and perceptions regarding the implementation of mobile-assisted project-based learning using Plotagon digital animation app. The phenomenological research was carried out in a Nursing Department in March-April 2025, involving fifteen students. The data were obtained through in-depth interview and analyzed by using data analysis spiral. The results indicated that the students perceived mobile-assisted project-based learning using Plotagon can encourage interactive and enjoyable learning, develop their language skills, facilitate creativity and critical thinking, promote group collaboration & engagement, and provide accessibility & flexibility. However, they also noticed possible improvement in terms of project implementation such as limited time to do the project and required reflection or discussion session once the project completed. By refining these aspects, Plotagon-based learning can further maximize student engagement, language proficiency, and creativity in English education.

Introducing Beginners to Making: Spaces, Methods, and Hands-on Approaches

Despite the increasing relevance of constructionist learning approaches, many educators struggle with how to introduce students to Making in a structured, accessible, and scalable way – especially when resources, space, or institutional support are limited. This workshop addresses that challenge by presenting three practical models for integrating Making into formal education: (1) a dedicated school-based Makerspace, (2) a mobile Makerspace with tools on wheels, and (3) an extracurricular Makerspace. Each model is illustrated with examples from practice and designed to accommodate different school contexts and infrastructure constraints. Drawing on Papert’s constructionism (Papert & Harel, 1991) and expanded through the MakeComp4School framework (Maurer, 2023), the workshop introduces two didactic entry strategies: the „Maker License“ system, which scaffolds skill acquisition before students begin independent projects, and situational making, which invites learners to address real-world needs through self-directed prototyping. Both models promote creativity, agency, and interdisciplinary thinking (Marshall & Harron, 2018) while maintaining a low-threshold entry into hands-on making. Participants will engage in rapid prototyping tasks using accessible materials (e.g., cardboard, basic electronics, microcontrollers) and receive implementation resources such as planning templates and evaluation tools. This workshop contributes to the field of constructionist learning by providing educators with pedagogically grounded, adaptable methods to foster meaningful making experiences for beginners.