The EU key competences developed in 3D printing classes

Under the first principle of the European Pillar of Social Rights, everyone has the right to quality education and lifelong learning in order to acquire the skills needed to succeed in the labour market. Embedding key competences into curricula, as defined by the European Union, is a driving force behind employment and civic engagement. Every educational institution should have the necessary provisions in place — and innovative 3D printing is a great help in delivering them. An offer enriched with spatial design supports the well-rounded, balanced development of every student, regardless of their family’s financial status.

Key competences according to the Council of the European Union

The Council of the EU has defined eight key competences — skills every young person should develop, whatever career path they choose:

• literacy (understanding and creating information),
• communication in foreign languages,
• mathematical and science/technology competence,
• digital competence,
• learning to learn,
• social and civic competence,
• sense of initiative and entrepreneurship,
• cultural awareness and expression.

This isn’t a list of “subjects”. It’s a list of ways of coping with the world — and that’s precisely why they’re best developed not in a lecture, but through doing.

How does 3D printing help develop the EU key competences?

3D printing is not only a chance to rapidly develop digital and mathematical competences. Imaginative, modern teaching also lets you build multilingualism, entrepreneurship and civic competence. If you want your institution’s offer to stand out for its interdisciplinarity and its innovative approach to the challenges of the modern world, enrich your curriculum with 3D printing.

Today’s economy rests on modern technology and scientific achievement. It draws on the advances of engineering and rewards unconventional approaches to social and economic problems. That’s why it’s so important for children’s and teenagers’ education to focus on motivating them to explore mathematics and the sciences. Lessons using 3D printing develop every one of these fields. Spatial design lets you explain complicated, difficult topics in a way that’s more accessible to students. This is exactly how you strengthen the EU key competences among children and young people.

One project, many competences — an example from our practice

Take a seemingly simple project: a student is to design and print a figurine inspired by their favourite game. Look at how many key competences it activates along the way:

• digital — using modelling software, saving files, working with the slicer;
• mathematical and technical — scale, proportions, dimensions, print tolerances;
• language — most programs and guides are in English; the child picks up technical vocabulary without noticing;
• learning to learn — a failed print isn’t a defeat, it’s data for the next attempt;
• entrepreneurship — from idea, through plan, to a finished product to show off or even sell;
• cultural expression — their own style, aesthetics, design decisions.

This is the heart of our PMR methodology (Project → Mentor → Reflection): competences aren’t “covered” separately — they weave together in a single project that’s meaningful to the child. Every one of the six project paths at Cybroskill is built on this.

Future skills beyond school

Not every school will manage to embed 3D printing into its curriculum — and children are growing up here and now. For parents who don’t want to wait, Cybroskill is a way to give a child these competences through 1-on-1 mentoring, tailored to their age and interests. Start with a starter lesson — the mentor will show which competences your child develops most eagerly, and begin there.