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Design education utilising digital fabrication is characterised by a dynamic project-based learning environment in which ideas are embodied in prototypes. This environment affects the way design and fabrication activities are taught, including sustainability considerations in the process and the outcomes. With the objectives of refining the sustainability indicators in the context of digital fabrication design education and identifying educational interventions for improving sustainability, we analyse the processes and outcomes of a digital fabrication course. We further develop a conceptual framework for sustainable prototyping based on the prototyping and testing stages in the design thinking model. The sustainability considerations in the prototyping process and outcomes in the design education context in FabLab are exemplified. The findings will help enhance sustainability and develop interventions in the context of design education. [ABSTRACT FROM AUTHOR]

Fabrication laboratories (FabLabs) and makerspaces are used to transform ideas into tangible products. Used in a design–learning context, they can enhance cognitive and creative skills. Creativity is the pivotal ability to produce innovative outcomes in makerspaces, and several studies have attempted to understand the role of makerspaces and creativity in specific fields. However, a comprehensive study offering a holistic view of the contributions of the makerspaces as built environments that foster creativity is lacking. Therefore, we conducted a systematic literature review on FabLabs, makerspaces, and creativity to address this research gap. While the review was performed using five major databases, only peer reviewed journal articles were considered. The findings revealed that makerspaces help to develop person, product, physical, and social environments, as well as process aspects of creativity. Moreover, makerspaces induce problem solving, collaborative, and communication skills; they also offer appealing environments and technologies for developing creative solutions to real-life problems. We identified and analysed five major themes dealing with technical skills, technological and environmental elements, STEM learning, and skill development, and elaborated upon their importance for enhancing creativity in FabLab and makerspace environments. [ABSTRACT FROM AUTHOR]

Prototyping physical artifacts is a fundamental activity for both product development in industrial and engineering design domains and the development of digital fabrication skills. Prototyping is also essential for human-centric problem-solving in design education. Digital fabrication assists in rapid prototype development through computer-aided design and manufacturing tools. Due to the spread of makerspaces like fabrication laboratories (FabLabs) around the world, the use of digital fabrication tools for prototyping in educational institutes is becoming increasingly common. Studies on the social, environmental, and economic sustainability of digital fabrication have been carried out. However, none of them focus on sustainability and prototyping-based digital fabrication tools or design education. To bridge this research gap, a conceptual framework for sustainable prototyping based on a five-stage design thinking model is proposed. The framework, which is based on a comprehensive literature review of social, economic, and environmental sustainability factors of digital fabrication, is applied to evaluate a prototyping process that took place in a FabLab in an education context aimed at enhancing sustainability. Three case studies are used to evaluate the proposed framework. Based on the findings, recommendations are presented for sustainable prototyping using digital fabrication tools. [ABSTRACT FROM AUTHOR]