Makerspaces in Norwegian primary schools are rapidly becoming a cornerstone of creativity and innovation, blending traditional arts and crafts education with modern digital tools. A recent study has found that while these spaces were initially developed through science-focused initiatives, their full potential is now being realised through tactile, open-ended learning that encourages pupils to explore and create with their hands. The findings were published in The International Journal of Art & Design Education.
What is a makerspace in a school
A makerspace is a classroom area where pupils design and build things using traditional materials, such as wood and textiles, alongside tools such as 3D printers and coding. A 2025 study of seven Norwegian primary schools found science teachers led their creation, but pupils gained most when they could explore materials openly.
The concept of a makerspace goes beyond simply providing a room filled with technology. It represents a shift in educational philosophy that places emphasis on experimentation, exploration and making. In many Norwegian schools, these environments are designed to allow young learners to tinker with everything from wood and textiles to programming software and 3D printers. The hands-on approach is not only fostering technical skills but also supporting personal expression and emotional engagement.
Researchers visited several schools and observed how children used materials in unexpected ways, often combining artistic intention with problem-solving. In one school, pupils made flying objects from cardboard and popsicle sticks and tested them against a large fan, learning about airflow and structure without being formally taught the science behind it. In another, a ‘shadow town’ project allowed pupils to experiment with light and colour using plastic sheets and flashlights, encouraging creativity through sensory experience.
But the study found that while science teachers have led the development of these spaces, the integration of arts and crafts education remains inconsistent. Some tasks lacked the opportunity for pupils to fully explore materials or develop their own designs. For instance, in an e-textile project, children were told to create teddy bears with LED lights but were not encouraged to engage with the textile materials before designing. Many simply traced figures from their devices rather than crafting original forms.
This lack of deeper material exploration reflects a missed opportunity. Arts and crafts educators argue that making is a way of thinking, not just a means to an end. When pupils are encouraged to experiment with materials, feeling their textures, testing their properties, and shaping them with their hands, they build not just objects but understanding and confidence. It is in these moments that real learning happens.
Some schools are already pushing boundaries by combining analogue and digital tools. In one makerspace, children constructed religious buildings in Minecraft, then 3D-printed their creations to hold them in real life. Another school maintained a ‘scrap library’, filled with recyclable materials and electronics, giving children the chance to invent without limits. These examples show how makerspaces can become vibrant learning environments where artistic exploration and technological skill go hand in hand.
Yet challenges remain. Some arts and crafts teachers are hesitant to adopt new technologies, fearing a loss of traditional methods. At the same time, science teachers may not always prioritise the aesthetic and tactile elements central to arts and crafts education. Bridging this divide is essential. Greater collaboration between science and arts educators could create more meaningful and balanced learning experiences, where digital tools enhance rather than replace traditional making.
Frequently asked questions
How was the study carried out?
Researchers interviewed teachers in seven schools and observed makerspace activities in four of them, according to Søyland and colleagues (2025) in the International Journal of Art & Design Education.
What did the researchers recommend?
Closer collaboration between science and arts and crafts teachers, with more open-ended, explorative tasks.
Do makerspaces need expensive technology?
No. The study describes pupils learning from cardboard, popsicle sticks, plastic sheets, and torches as well as digital tools.
