bringing design thinking into school-based design and maker education Bosch, Noora creator Härkki, Tellervo Seitamaa-Hakkarainen, Pirita text Amsterdam Elsevier B.V. 2025 continuing eng Abstract : School-based design and maker education foster the acquisition of 21st-century competencies. Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences. The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the in-situ and post-reflections of the teacher and researcher-teacher (Noora, the first author) on pedagogical practices and the teacher's role. Three intertwined themes emerged: design leader, collaboration and co-teaching, and (co-)reflection. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education. Noora Bosch, Tellervo Härkki and Pirita Seitamaa-Hakkarainen. Includes bibliographical references. Teacher Education Design thinking Design-based learning Maker education Learning experience design Teacher's role Dritical decision-making Professional growth Formal education Design and maker education Journal Article (Open Access) , volume 43, March 2025. 2212-8697 https://www.sciencedirect.com/science/article/pii/S2212868924000643 https://www.sciencedirect.com/science/article/pii/S2212868924000643 250314 20250328024642.0