More creative technology workshops on the way to schools across Denmark
With a new grant pool of DKK 40 million, Villum Foundation is building on an initiative that, since 2019, has helped 33 municipalities across Denmark establish creative technology workshops in schools. In these workshops, pupils can engage in design processes, materials and digital tools to find solutions to real-world challenges.
The purpose of the initiative is to support children’s and young people’s understanding of technology and prepare them for a world in which digital technologies play an increasingly important role.
“Digital technologies help shape our everyday lives and society. Children and young people therefore need to do more than learn how to operate technology. They must also understand it, explore it and help create it. Makerspaces are an excellent tool for exactly that. They make technology tangible and accessible and give pupils experience in developing ideas, experimenting and solving problems together,” says Ole Laursen, Grant Director, Children, Youth and Science, Villum Foundation.
Since 2019, the foundation has provided more than DKK 200 million in the makerspace initiative. The new DKK 40 million grant pool will enable municipalities to establish even more makerspaces in primary and lower secondary schools, further develop those already in place and equip teachers to make effective use of them.
Experience from more than 100 schools
Makerspaces enjoy broad support among both pupils and teachers. An evaluation conducted by Epinion for Villum Foundation among more than 100 schools with makerspaces found, among other things, that 59% of pupils would like to use them more, while 66% of teachers believe makerspaces have significant potential for their teaching. The evaluation also points to makerspaces creating motivating, creative and real-world-oriented learning experiences.
“The evaluation shows that a makerspace can be a powerful learning environment, but that facilities and equipment alone are not enough. Skilled teachers, strong professional communities and long-term municipal anchoring are essential. With this new grant pool, we aim to support projects that make makerspace-based teaching a lasting part of everyday school life,” says Ole Laursen.
Municipalities can apply for support for makerspace projects until 12 January 2027.
- A makerspace can be described as a digital workshop or creative technology workshop where pupils work with design processes, technology comprehension and the development of concrete products and solutions.
- Makerspaces combine digital and analogue technologies and provide room for experimentation, mistakes and improvement.
- Makerspaces are supported by teachers or facilitators with expertise in areas including innovation, design pedagogy and technology comprehension
- Since 2019, Villum Foundation has provided more than DKK 200 million in the makerspace initiative. Of this amount, DKK 178.4 million has been awarded to makerspace projects in 33 municipalities. In addition, the foundation has supported a range of initiatives that strengthen and develop makerspace environments nationwide.
- This is the sixth time municipalities across Denmark have been able to apply for support to establish and embed makerspaces focused on technology comprehension, innovation and motivating, high-quality teaching.
- The new DKK 40 million grant pool is intended for the development, scaling and establishment of makerspaces in municipal primary and lower secondary schools. Funding may be used for facilities, equipment and materials, facilitators, teacher professional development, teaching materials, professional networks and project management, among other purposes. Read more about the grant pool here: https://villumfonden.dk/da/group/channel/makerspace-2027
- An Epinion evaluation highlights makerspaces as effective learning environments that can create varied, inquiry-based and real-world-oriented teaching. Read the evaluation here: https://villumfonden.dk/sites/default/files/paragraph/field_download/rapport_makerspace_2021-2025_24_feb.pdf
