FROM “DO IT YOURSELF” TO “LEARN BY DOING”: THE MAKER CULTURE AS A DRIVER OF INNOVATION IN EDUCATION

Abstract

Based on the principles of “do it yourself” and “learning by doing”, maker culture has established itself as an innovative approach in education. This article aims to examine the impact of maker culture in the school environment, highlighting its main benefits and challenges. To this end, a methodology based on a literature review was adopted with analysis of scientific studies that investigate the application of this approach in the educational context. The findings indicate that maker culture contributes significantly to the development of essential skills for the 21st century, such as critical thinking, problem solving and teamwork. However, its implementation still faces relevant structural challenges, including the need for teacher training and the provision of adequate technological resources. Thus, it is concluded that the full integration of maker culture into teaching requires investments in the training of educators and in the improvement of school infrastructure, ensuring equitable access to innovative tools and methodologies.