Engineering the Innovator: How Experiential Learning in Makerspaces Influences Problem-Solving Approaches

Abstract

In the evolving landscape of engineering education, the demand for innovative, adaptable problem-solvers has intensified. Traditional lecture-based pedagogies often fall short in cultivating the creative and practical competencies required in real-world contexts. This article explores how experiential learning within makerspaces—a hands-on, collaborative environment equipped with tools for prototyping and experimentation—transforms engineering students’ approaches to problem-solving. Grounded in experiential learning theory, the study examines how immersion in makerspace culture fosters iterative thinking, resilience through failure, interdisciplinary collaboration, and user-centered design. By analyzing current research, educational models, and case studies, the paper illustrates how makerspaces encourage a shift from rigid, formulaic methods toward dynamic, innovation-driven strategies. The findings underscore the value of integrating makerspaces into engineering curricula to better prepare students for the complexities of modern engineering challenges and to cultivate the next generation of creative problem-solvers.