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Taiscéalaí 2.0 - 3D Printing and Sustainability for Primary Schools

Year Awarded

2023

Amount

€43,181

  • Organisation:University College Dublin (UCD)
  • Audience:Primary Teachers
  • Format:Formal Education
  • Location:Donegal, Dublin, Galway, Kerry, Kildare, Kilkenny, Limerick, Mayo, Westmeath, Wexford
  • Topic:Engineering

Project Summary

Taiscéalaí – coming from the Irish word for ‘explorer’ – is an initiative which raises awareness of STEM education and careers, through expanding the reach and improving the quality of 3D printing education across Ireland at the primary school level.

Taiscéalaí 2.0 is a continuation of an existing partnership between I-Form (the Research Centre for Advanced Manufacturing), Irish Manufacturing Research (IMR), Creative Spark and Inspire3D. Currently in its first year, the project has so far received very positive feedback and all partners have expressed a commitment and desire to continue this momentum by expanding the project in 2024.

Through a series of co-creation workshops with teachers, the current project is developing a 3D Printing Teacher Guidebook, including lesson plans which link 3D printing directly to the primary school curriculum. Participating teachers are also fully trained on how to teach 3D printing in the classroom, and each school involved receives a 3D printer. In 2024, these core elements will be retained, while the project team will also seek to expand the scope of the project in several ways;

– Through co-creation workshops with teachers, the Teacher Guidebook will be refined based on feedback from the first version, with new lesson plans added.
– The reach of the project will be increased to include new schools and new teachers.
– The age range of the students targeted will be widened to include younger age groups.
– A sustainability theme will be included in the project, through the lesson plans and a ‘challenge’ competition.

Evaluation Findings

Evaluation Report

Challenges:
Challenge 1: Underestimated project costs
Cause: Higher-than-expected expenses for 3D printers and catering
Solution: Budget reallocation and reduced discretionary spending to cover essential costs

Challenge 2: Venue change for celebration event
Cause: IMR unable to host due to updated health and safety policies
Solution: Hired hotel venue; recruited extra volunteers to manage logistics and pupil movement

Challenge 3: High translation costs
Cause: Irish language resource translation quotes exceeded budget
Solution: Translation postponed; remains a goal for future phases with additional funding

Findings:
1. The programme significantly boosted teacher confidence in using 3D printing and shifted perceptions of manufacturing careers.
2. Teachers valued the hands-on, curriculum-aligned approach and noted unexpected skill development in pupils, such as teamwork and presentation.
3. Pupil engagement was high, with 96% enjoying the experience and 30% reporting career influence-especially toward STEM.
4. Gender balance was strong (47% girls), contrasting positively with national STEM trends.
5. Teachers observed gains in digital skills, sustainability awareness, and resilience during design challenges.
6. The evaluation confirmed the programme’s success in enhancing STEM learning and career awareness through practical, inclusive methods.
7. Recommendations include improving evaluation tools and continuing efforts to address gender disparities in STEM pathways.

Learnings:
1. Hands-on 3D printing training significantly boosts teacher confidence and shifts perceptions of manufacturing careers.
2. Pupils respond positively to practical STEAM experiences, with strong enjoyment and career interest-especially in STEM.
3. Balanced gender participation shows promise for addressing STEM disparities, but continued focus is needed.
4. The programme builds both technical and soft skills, including teamwork, communication, and problem-solving.
5. Curriculum alignment and minimal support needs make the model scalable and sustainable for future delivery.