The Influence of Teachers’ Perception of Creativity and Makerspaces on Their Practice in Norwegian Compulsory Schools

Oct 15, 2026

Makerspaces in Norwegian compulsory education are expanding, yet maker-centred learning as a driver of creativity has not been examined in depth in the Norwegian context. The study explores Norwegian teachers’ conceptions of using maker-centred learning to strengthen creative abilities and digital competences. Evidence comes from six semi-structured interviews with teachers in school-based makerspaces. Results show overlapping understandings of makerspaces but distinct interpretations of creativity, leading to differing designs, teaching methods, and a need for teachers to shift from instructor to facilitator and observer while managing technology. Digital tools, collaboration, and constraints further support student creativity.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

Makerspaces in Norwegian compulsory education

Prior maker research and STEAM focus

21st-century skills, ESD, and GCED context

Tensions and contradictions in teacher roles

Curriculum aims: supporting creativity and innovation

The Influence of Teachers’ Perception of Creativity and Makerspaces on Their Practice in Norwegian Compulsory Schools Brynjar Olafsson, University of South-Eastern Norway Gisli Thorsteinsson, University of Iceland Abstract The use of makerspaces in Norwegian compulsory education is growing. However, using makercentred learning to support creativity has yet to be examined extensively in the Norwegian context. Consequently, the aim of this research is to explore Norwegian makerspace teachers’conceptions of the use of maker-centred learning to augment creative capabilities and digital competences. The study focuses on teachers’ understandings of creativity and makerspaces along with various aspects of maker-centred learning and how they support creativity. The data was collected via six semi-structured interviews with teachers working in school-based makerspaces. In the interviews, the teachers conceptualised creativity related to makerspacesand reflected on various pedagogical aspects of managing creative makerspace activities. The research indicates that teachers have similar understandings of makerspaces but different interpretations of creativity. As a result, the makerspaces are designed differently, and the teachers use a variety of teaching methods. The findings also indicate that the teacher must be able to change their role from being an instructor to a facilitator and observer while also managing the utilised technology. Digital technology, collaboration, and constraints were also found to be factors that supported students’ creativity. Keywords Creativity, Norwegian compulsory education, makerspaces, maker-centred learning, invention pedagogy Introduction In recent years, several Norwegian schools have established makerspaces. In the context of education, makerspaces are physical spaces within schools that feature activities based on creativity and where students are given opportunities to craft innovative artefacts using both manual tools and digital technology (Clapp et al. 2016) . Such makerspaces have emerged as the educational potential of the maker movement has been acknowledged (Blikstein, 2013) . According to Halverson and Sheridan, the maker movement refers to “the growing number of people who are engaged in the creative production of artefacts in their daily lives and who find physical and digital forums to share their processes and products with others”(Halverson & Sheridan, 2014, p. 496) . Makerspaces at schools are also referred to in the literature as technological and design-based education. Much of earlier maker research has focused on STEAM (science, technology, engineering, art, and mathematics) learning in makerspaces at museums and public libraries as well as in nonformal learning environments such as after-school programs, summer camps, or community centres (Brahms & Werner, 2013; Halverson et. al., 2017; Sheridan et al., 2014) . The recent growth of school-based makerspaces has also fuelled research interest to analyse the potential of makerspaces and maker education in compulsory education (Kajamaa & Kumpulainen, 2019; 2020; Riikonen et al., 2020; Wohlwend et al., 2017) . Many of the aspects that are highly valuedin makerspaces – such as hands-on activities, maker mindset, and a community of practice – are also regarded as important factors in formal education. Furthermore, there is strong belief that makerspaces and maker activities can transform education by fostering 21st-century skills, democratising digital fabrication tools, and combining interdisciplinary connections to STEM (Blikstein, 2013; Martin, 2015; Riikonen et al., 2020) . The term 21st-century skills refer to knowledge and personal qualities that are necessary to succeed in unpredictable times. Unpredictability follows rapid change, necessitating, among other things, flexibility, creativity, problem-solving, collaboration and critical thinking (Piirto, 2011) . Some educators consider 21st-century skills ill-d

FAQs

What does the research aim to investigate about makerspaces in Norway?

It explores how Norwegian makerspace teachers conceive of using maker-centred learning to enhance creative capabilities and digital competences.

How was the study data collected?

Through six semi-structured interviews with teachers working in school-based makerspaces.

What key teaching-role and technology factors support creativity, according to the findings?

Teachers need to shift from instructor to facilitator and observer while managing the technology; digital tools, collaboration, and constraints were also identified as supporting creativity.

Oct 15, 2026

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