The maker movement’s integration into educational systems represents a transformative shift, redefining learning by nurturing creativity and innovation (Weng et al., 2022). This movement, emerging from DIY and hacker cultures, challenges the traditional educational framework by promoting active, hands-on learning and creative problem-solving. It enables students to evolve from passive learners to active creators, integrating diverse disciplines from arts, science, and technology (Dym et al., 2005). This transdisciplinary approach not only enhances creative thinking but also fosters essential problem-solving skills, addressing the needs of today’s rapidly changing world.

Educational competitions within the maker movement serve as powerful catalysts for this transformation (Liu et al., 2021). They provide real-world challenges that inspire students to apply their theoretical knowledge in practical contexts, thereby promoting a culture of inventive thinking and collaborative problem-solving. These competitions are more than just contests; they are platforms where students can showcase their technical skills and creative prowess. They motivate students to break free from conventional thought processes and explore innovative possibilities. This encourages the cultivation of a generation of innovators who are not only technically proficient but also creatively confident.

The maker movement, particularly through these competitions, plays a crucial role in shaping future innovators. These events challenge students to create and innovate, pushing them to develop solutions that are both imaginative and technically sound (Miettinen, 2000). They inspire a spirit of exploration and discovery, essential for fostering a culture of continuous learning and adaptation. As students engage in these competitions, they learn to navigate complex problems, work collaboratively, and think critically, preparing them for the challenges of the modern world (Martin, 2015; Chakraborty et al., 2023; Tablatin et al., 2023). The maker movement encourages inclusivity and diversity in problem-solving approaches. By bringing together students with varied backgrounds and skill sets, it fosters an environment where different perspectives are valued and explored. This diversity is critical in driving innovation, as it leads to a richer pool of ideas and solutions. As such, the maker movement and its associated competitions are pivotal in developing well-rounded individuals who are equipped to contribute to and thrive in a world that values creativity and innovation.

Incorporating Human-Centered Design (HCD), Human-Computer Interaction (HCI), and User eXperience (UX) design within maker education exemplifies a multidimensional approach that focuses on fostering innovation, empathy, and responsibility (Ren et al., 2019; Al Mahmud and Soysa, 2020; Yang et al., 2022; Liu et al., 2023; Zhu et al., 2024). HCD in maker education extends beyond the creation of functional solutions; it’s about crafting projects that are impactful and prioritize human needs and experiences. This perspective encourages students to think from the end-user’s viewpoint, leading to designs that are not only effective but also empathetic and meaningful. HCI and UX design play a crucial role in this educational paradigm. These disciplines ensure that technology is not merely technically advanced but also accessible and engaging. They prompt students to consider how users interact with technology, emphasizing the importance of intuitive design and meaningful user experiences. Such an approach is essential in preparing students to develop technology that is not just functional but enjoyable and efficient to use. The integration of these principles in maker education and competitions represents a shift towards a more holistic view of technological development. It encourages students to create solutions that consider the broader context of their use, including accessibility, usability, and practicality. This approach is vital in nurturing a generation of innovators who are adept at balancing technical proficiency with thoughtful, user-centered design.

In educational competitions, this comprehensive approach influences how projects are developed and evaluated. The focus extends beyond technical skill to encompass how well projects align with principles of HCD and technological intuitiveness. It instills in students a deeper understanding of the importance of creating solutions that are not only innovative but also considerate of the users’ needs and experiences (Desmet et al., 2023; Lachheb et al., 2023). Ultimately, this approach in maker education cultivates a sense of responsibility among students towards creating more inclusive and user-friendly technology. It prepares them to become creators who are not only technically skilled but also mindful of the human aspect of technological innovation. They learn to create solutions that are not just effective but also enrich users’ lives, setting a new standard for how technology is designed and utilized.

Since its inception in 2014, the China-U.S. Young Maker Competition has grown into a significant platform for fostering cross-cultural innovation and collaboration. With its impressive participation—over 50,000 individuals contributing to more than 14,000 projects—it has become a major driver of innovation in numerous cities and universities in both countries. This competition is not only a testament to the creativity and technical skills of its participants but also a reflection of the growing importance of global collaboration in education and innovation.

The competition’s alignment with the United Nations Sustainable Development Goals (UN SDGs) underscores its commitment to contributing to global challenges through creative and sustainable innovation (Carlsen and Bruggemann, 2022; Lafont-Torio et al., 2024). By incorporating these goals, the competition encourages participants to develop projects that are not only technologically advanced and creatively rich but also address important issues like climate change, sustainable urban development, and responsible consumption. This focus on the UN SDGs elevates the competition from being merely a technical showcase to a platform for meaningful global impact.

The diverse range of projects that emerge from this competition highlights the potential of young innovators to contribute to sustainable solutions for the world’s most pressing problems. From addressing environmental concerns to promoting social equity, the projects align with various SDGs, showcasing the competition’s role in driving forward these crucial global agendas. The competition serves as an important model for how educational initiatives can integrate creativity, technology, and sustainability. It demonstrates the value of fostering a mindset among young innovators that prioritizes not just technical proficiency but also a deep understanding of the broader societal and environmental implications of their creations.

A qualitative research methodology was employed to explore the perspectives of judges in the competition (Sanders and Stappers, 2012; de Bont, 2021). This approach was chosen for its effectiveness in capturing detailed insights into judges’ experiences, decision-making processes, and evaluative criteria. The qualitative method allowed for an in-depth exploration of judges’ viewpoints on creativity, innovation, and the criteria they applied within the competition. The flexibility inherent in qualitative research enabled adjustments and refinements in our approach as new themes and insights emerged, ensuring a dynamic and comprehensive inquiry process.

In this research, our focus was on data collection and analysis, distinctly separate from the roles of judges or mentors within the competition. By adopting a non-participatory, analytical stance, we were able to ensure an objective approach to data collection, which was essential for accurately capturing and interpreting the judges’ perspectives. This methodology allowed us to gather data while maintaining the integrity and authenticity of the judges’ experiences and viewpoints.

The data collection process was meticulously organized to encompass a broad spectrum of perspectives from the judges, who hailed from varied professional backgrounds. The judging panel consisted of 36 individuals: 24 from the academic sector, 8 from industry, and 4 representing the sponsor companies of the competition. Their areas of expertise covered a wide range, including computer sciences, creative industry, entrepreneurship, and industrial design, thus offering a rich and comprehensive collection of professional insights. Additionally, the judges’ average age of 45.18 years brought together a mix of seasoned experience and contemporary perspectives, further enriching the data collected for our analysis.

The analysis process involved a structured thematic approach to describe the collected data (Braun and Clarke, 2023):

This methodology and analysis approach provided a thorough and detailed understanding of the judges’ perspectives in the competition. The qualitative analysis was pivotal in uncovering significant insights into the judges’ contributions to fostering an environment of cross-cultural innovation and understanding in this notable educational event.

In the rapidly evolving educational sector, the judges’ emphasis on transdisciplinary creativity in the competition is a guiding light for future educational trends. This approach underscores the necessity of integrating various disciplines, such as arts, science, and technology, to cultivate a more holistic understanding and application of knowledge. This blend enriches students’ learning experiences, equipping them with a broader skill set and fostering a mindset that transcends conventional academic boundaries. A judge eloquently stated, “Blending disciplines in maker projects leads to more comprehensive and creative solutions, bridging the gap between theory and practical application.” This philosophy underscores the imperative to prepare students for the complexities of the modern world, where problems often require multifaceted solutions that draw on a range of disciplines. By embracing this transdisciplinary approach, maker education can become a powerful tool for nurturing versatile, innovative thinkers capable of addressing contemporary challenges with creativity and depth.

Judges’ feedback from the competition highlighted the critical role of practical application and real-world impact in projects, signaling a transformative shift in maker education towards applied learning. This focus is crucial for bridging the gap between academic theories and their practical applications in the real world, fostering a learning environment where students can see the direct impact of their innovations. As one judge aptly put it, “Projects that solve real-world problems not only demonstrate students’ technical skills but also their understanding of societal needs.” This insight is invaluable for educational institutions aiming to equip students with skills that extend beyond the classroom, ensuring that their learning experiences are directly relevant to real-world scenarios. By prioritizing projects with practical applications and societal impacts, maker education can play a pivotal role in developing solutions to pressing global challenges, ultimately fostering a generation of students who are not just knowledgeable but also socially responsible and impact-driven.

The theme of sustainability in the judges’ evaluations highlights the growing importance of global awareness and responsibility in maker education. Judges emphasized the need for projects to incorporate sustainable practices and consider their environmental impacts, aligning with the global movement towards more sustainable development. “Sustainable projects in maker education not only address environmental concerns but also teach students the importance of responsible innovation,” one judge noted. This perspective is crucial in today’s context, where environmental challenges require innovative solutions that are both effective and sustainable. By fostering a focus on sustainability in maker education, educators can prepare students to be conscientious global citizens who understand the importance of their impact on the world. This approach goes beyond traditional education, fostering a deeper sense of responsibility and ethical innovation in the next generation of makers.

The judges’ recognition of the value of cross-cultural collaboration in the competition underscores the necessity of preparing students for a globally interconnected world. Teams that harnessed diverse cultural perspectives were often able to produce more innovative and relevant solutions, illustrating the richness that diversity brings to problem-solving. A judge commented, “Diversity in teams brings a wealth of perspectives that often lead to more innovative outcomes.” This insight stresses the importance of integrating cross-cultural collaboration in maker education, not only to enhance the creativity and scope of projects but also to foster understanding and respect among students from different cultural backgrounds. By promoting projects that encourage cultural exchange and global relevance, maker education can cultivate an environment that respects diversity, encourages inclusivity, and prepares students to operate effectively in a global context.

The judges’ appreciation for adaptive problem-solving skills in the competition highlights a critical skill set for the future of maker education. Their feedback emphasizes the importance of flexibility, resilience, and the ability to adapt solutions to new challenges or feedback. As one judge put it, “The ability to adapt and refine solutions is as important as the initial innovation.” This perspective is particularly relevant in the rapidly changing modern world, where problems and technologies evolve quickly. By teaching students to be adaptable and responsive in their problem-solving approaches, maker education can foster a generation of innovators who are not only skilled but also agile and capable of navigating the complexities and uncertainties of the future.

The judges’ insights reveal the significant role of maker competitions in cultivating a long-term mindset of innovation among participants. This aspect is crucial for sustaining a culture of creativity and exploration in maker education. A judge observed, “Fostering an enduring innovation mindset is crucial for the continuous evolution of ideas.” This perspective highlights the need for maker education to go beyond temporary projects and foster a lasting focus on innovation. By encouraging continuous learning, exploration, and creative confidence, maker education can inspire students to pursue innovative endeavors throughout their lives, driving forward a culture of innovation and creative problem-solving.