Andri Setiyawan, Soeharto Soeharto, Mirjana Maričić, Zsolt Lavicza
The integration of digital fabrication technologies such as 3D modeling and 3D printing (3DMP) remains limited in vocational teacher education, despite their growing relevance in modern manufacturing and engineering industries. Pre-service vocational teachers (PSVTs) often lack structured opportunities to effectively develop the competencies needed to teach these technologies. This study investigates PSVT’s perceptions of a 3DMP-integrated instructional module designed for automotive component prototyping. Thirty-two students enrolled in the Vocational Automotive Technology Education program at Universitas Negeri Semarang participated in hands-on activities using Shapr3D for modeling and 3D printing automotive components. Employing a mixed-methods design, this study combined pre- and post-surveys with qualitative reflections to evaluate changes in technical competencies and perceptions of the learning experience. Qualitative reflection in this study focuses on challenges and experiences related to 3DMP. The findings demonstrate significant improvements in students’ knowledge and skills related to 3D modeling and printing and positive perceptions of the experiential, practice-based approach. The integration of 3DMP enhanced students’ understanding of design processes, fostered collaboration, and increased their readiness to deliver industry-relevant instruction. These results highlight the importance of incorporating digital fabrication technologies into vocational teacher education to support innovation and prepare future educators for Industry 4.0 environments. Implications for vocational teacher education include embedding 3DMP across methods courses and investing in laboratory resources and faculty development. Programs should also foster partnerships between schools and industry to sustain practice-oriented training aligned with Industry 4.0. © The Author(s) 2025.
Linz School of Education, Johannes Kepler University Linz, Linz, Austria; Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Semarang, Semarang, Indonesia; Research Center for Education, National Research and Innovation Agency (BRIN), Jakarta, Indonesia; Research Center of Educational Technologies, Azerbaijan State Economic University (UNEC), Baku, Azerbaijan; Faculty of Education, Department of Sciences and Management in Education, University of Novi Sad, Novi Sad, Serbia
