Abstract:

Climate-related hazards such as droughts and floods require learning environments that help young people understand environmental systems while engaging with real-world challenges. This contribution presents an emerging collaboration between schools and researchers exploring the design of hybrid learning environments combining Maker Education and Digital Game-Based Learning (GBL). The initiative aims to integrate hands-on creation with interactive digital simulations to foster inquiry, systems thinking, and greater awareness of hydroclimatic risks, while also strengthening communication about climate among youth.

The project focuses on co-design, and initial ideas examine how simple maker activities, such as physical modeling or sensor-based demonstrations, can be complemented by digital game scenarios. The approach enables students to visualize drought and flood dynamics, explore hydrological variables, and consider potential mitigation strategies, as well as improve climate-related communication among youth. Guided by principles from inquiry learning, problem-based learning, and game-based pedagogy, the collaboration seeks to develop engaging learning sequences in which students experiment, build, analyze, and reflect across both physical and digital spaces.

The study outlines the educational rationale, preliminary design intentions, and the cross-school collaborative structure, highlighting the value of integrating maker activities with game-based environments to enhance student engagement, environmental awareness, and responsible decision-making. By sharing initial insights from this evolving initiative, the contribution aims to connect climate resilience education with innovative, youth-centered hybrid learning approaches.

Keywords:

Maker Education, Game-Based Learning, Hybrid Learning, Climate Resilience, Droughts, Floods, STEM Education, School Collaboration.