‘Imagine and Make’ pedagogy: impacts of combining Entrepreneurial Thinking, Design Thinking and 3D Printing technology on the learning experience in general education

Entrepreneurial Thinking, Design Thinking, and 3D Printing are traditionally applied separately in specialized curricula but are increasingly integrated to enrich learning and foster essential skills. This paper examines the impact of the ‘Imagine and Make’ pedagogy, which combines these approaches within the project-based course Innovation, Leadership & Civic Engagement for undergraduate students from diverse disciplines at Qatar University. A structured survey was conducted with 152 of 175 students using pretest–posttest self-efficacy and knowledge gain assessments, complemented by posttest satisfaction surveys, and student performance on project reports and prototyping was evaluated. Results show significant improvements in student self-efficacy and equitable skills development across diverse backgrounds. Notable gains were observed in Design Thinking, particularly in managing ambiguity and prototyping, as well as in Entrepreneurial Thinking skills such as opportunity identification and creative problem-solving. Substantial improvements in 3D Printing skills highlight the value of hands-on learning, while knowledge gains were especially evident in mastering the 6Is of Innovation framework. Despite challenges in identifying social issues, results demonstrate the approach’s potential to foster creativity, risk-taking and collaboration, while bridging interdisciplinary learning and equipping students with real-world problem-solving skills. This research underscores the value of integrating these methodologies in general education to create skill-enhancing learning environments.