Adopting applied experiential learning pedagogy in the Gulf region through evaluating 3D printing characteristics

Purpose The purpose of this study is to explore how applied, project-based learning can deepen engineering students' understanding of additive manufacturing (AM) processes. This study investigates how infill structures and surface finishes affect material performance by guiding students through the design, printing and thermal evaluation of polylactic acid (PLA) samples. The goal is to illustrate how hands-on experimentation builds practical competence, supports critical thinking, and reinforces theoretical concepts related to heat transfer, sustainability and process capability. The work highlights experiential learning as an effective strategy for bridging classroom instruction with authentic engineering practice. Design/methodology/approach The study applied an experiential learning methodology in which students progressed from computer-aided design (CAD) modeling to AM and thermal testing. PLA samples with varied infill structures and surface textures were printed using fused filament fabrication technology. Thermal conductivity was measured using the International Organization for Standardization (ISO)-aligned Transient Plane Source method, while process capability was evaluated through Cp and Cpk to assess dimensional consistency. The instructional design blended structured experimentation, collaborative problem-solving and guided reflection, enabling students to link theoretical instruction with practical engineering challenges. Findings Findings indicate that students gained a clearer understanding of how design parameters influence thermal and manufacturing outcomes. Concentric and cross infill patterns showed strong process capability and predictable thermal behavior, while grid and line patterns provided better insulation due to internal voids. Rough surfaces exhibited higher thermal resistance than smooth prints. The hands-on testing reinforced how infill geometry, print settings and material response collectively affect print quality. Students demonstrated improved analytical reasoning, interpretation of Cp/Cpk results and recognition of the engineering trade-offs inherent in AM. Research limitations/implications Because the project was designed as a course-based learning activity, the scope was intentionally narrow, with one polymer, one printer and a selected range of infill patterns and finishes. Environmental factors, mechanical behavior and long-term thermal stability were not explored. While these restrictions limit generalization, they reflect typical constraints of instructional laboratory settings. The implications point to the value of expanding future student-led investigations to multiple materials, environmental conditions and performance measures. The structured limitations also highlight how bounded experimental tasks can still produce meaningful learning gains and support iterative improvement in engineering pedagogy. Practical implications This work demonstrates that experiential laboratory activities can meaningfully enhance students' technical judgment and understanding of manufacturing variability. Incorporating 3D printing, thermal testing and statistical quality tools allows learners to practice industry-relevant skills while reinforcing conceptual knowledge in materials, heat transfer and process optimization. These insights can guide educators in designing hands-on modules that highlight sustainability considerations and encourage iterative problem-solving. Such activities provide a practical bridge between classroom instruction and professional engineering practice, improving students' readiness for work in AM and related fields. Social implications The study supports broader social goals by promoting sustainable thinking and technological literacy among future engineers. Through hands-on work with biodegradable materials and energy-aware printing strategies, students gain awareness of environmentally responsible manufacturing practices. The project also strengthens problem-solving, collaboration and data-driven decision-making skills that contribute to a more capable and adaptable workforce. The approach helps prepare graduates who are better equipped to address societal challenges related to resource efficiency, innovation and sustainable development through integrating experiential learning into higher education. Originality/value The originality of this study lies in its interdisciplinary approach, combining AM, thermal science and statistical quality control within a student-centered learning environment. Few educational frameworks engage students in full-cycle experimentation from design and printing to thermal evaluation and process capability analysis. This work demonstrates how this approach enhances conceptual understanding while developing practical engineering skills. It offers educators a valuable model for embedding sustainability and real-world problem-solving into engineering courses, bridging academic learning with emerging industry needs.