Introduction: This paper presents a practical study on how participatory digital fabrication can support inclusive education by enabling students to co-design both school spaces and learning tools. Grounded in Universal Design for Learning, creative learning, and co-design approaches, the project explored how everyday school needs can become meaningful opportunities for participation, accessibility, and STEM learning. In particular, the study focused on transforming communication barriers within a comprehensive school into shared design challenges connected to the common good.
Methods: The intervention involved 30 students and 3 teachers in a school-based iterative process structured around four phases: empathize, think, make, and improve. Students mapped accessibility and orientation needs in common areas, then designed and fabricated tactile, high-contrast signage through CAD modelling and 3D printing. In parallel, they developed five angle-learning kits to support geometry learning through peer tutoring activities with younger pupils. Data were collected through inclusive rubrics, student self-assessment, focus groups, and formative feedback tools.
Results: Preliminary findings suggest that participatory fabrication strengthened students’ sense of agency, collaboration, and social responsibility. The project produced nine tactile restroom signs, including one accessible sign, and five manipulable geometry kits. Qualitative evidence indicates positive effects on awareness of inclusive design, school orientation, accessibility, and engagement in STEM learning. The process also supported conceptual understanding through hands-on exploration and encouraged students to see school spaces as shared environments that can be improved collectively.
Conclusions: Participatory digital fabrication can act as a bridge between inclusive design, technology-enhanced education, and STEM pedagogy. Even small-scale interventions may help schools become more accessible, collaborative, and educationally meaningful spaces, while offering replicable practices for broader school communities.
