| Abstract [eng] |
In the modern education system, with continuously evolving technologies and curriculum changes, increasing attention is being paid to activities that develop practical skills, creativity, and problem-solving abilities. FabLab technology workshops provide conditions for developing these skills through practical activities; however, their application in the educational process often faces various challenges. Teachers lack knowledge and practical skills in working with the equipment, as well as time to plan and implement activities, while opportunities for collaboration and methodological support are limited. As a result, the potential of FabLab technologies in the educational process is not fully utilized, highlighting the need to seek solutions that would enable teachers to develop competencies, share experience, and apply these technologies more effectively in education. To achieve the aim of the study, an analysis of scientific literature was carried out to define the theoretical assumptions and challenges of integrating FabLab into the educational process. Quantitative research was also conducted to analyze the difficulties faced by teachers when working with FabLab equipment, as well as to identify the need for a virtual environment and its desired functionalities. Based on the research results, system requirements were formulated, the virtual environment was designed, and its use cases and functionality were defined. A comparison of software tools was performed, the most suitable solution was selected, the virtual environment was implemented, and user documentation was prepared. The developed virtual environment provides opportunities for teachers to share methodological and teaching materials, lesson plans, and experience in using FabLab equipment, as well as to communicate, discuss, and solve practical issues. Testing of the virtual environment showed that it is suitable for use in real conditions and has a positive impact on teachers’ self-directed learning and practical activities. It was found that the environment helps teachers better understand the application of FabLab technologies, encourages their integration into the educational process, and enables more efficient work organization by using resources prepared by other teachers; however, its use is not yet intensive, and some teachers are still in the familiarization stage. In conclusion, the developed virtual environment creates preconditions for more effective application of FabLab technologies in the educational process and can be further improved to increase user engagement and ensure wider application. |
