Abstract:

Summary:
Additive manufacturing (AM), including 3D printing, is changing industries worldwide. This study looks at how 3D printing is currently taught in universities by reviewing existing research and surveying students and teachers at three European universities: Wrocław University of Science and Technology, University of Žilina and Technical University of Dresden. The results show growing interest in 3D printing, but also a need for better, standardized courses. The study suggests ways to improve 3D printing education, focusing on hands-on learning, working with different subjects, and international cooperation.

Motivation and description of work:
3D printing is changing many industries. As this technology grows, it is important for universities to teach students the skills they need. This paper looks at how 3D printing is currently taught in universities, using surveys and existing research. The results show that while there is a lot of interest in 3D printing, there is also a need for better courses. The paper suggests ways to improve 3D printing education, focusing on hands-on learning, working with different subjects, and international cooperation.

Results:
A lot of research has been done on 3D printing in electrical engineering education. We used a systematic approach and AI tools to find useful information from hundreds of publications. These studies show that project-based learning and hands-on experience help students understand AM better.

Survey Results:
Surveys were conducted with students and teachers from three universities to understand how 3D printing is taught. The results show a strong interest in 3D printing from both groups. Students want more hands-on learning and real-world uses of 3D printing. They also want courses that cover different 3D printing techniques and materials. 125 students were interviewed.
Most students (91%) want to learn more about SLA (Stereolithography) 3D printing, with 77% interested in practice and 14% in theory.
Teachers know that 3D printing is important to teach but face challenges like limited resources and a lack of standardized materials. They want more training to improve their skills. Universities need a standard way to teach 3D printing. Since current programs differ, there is a need to create a consistent curriculum. This means that new courses should be run, covering both theory and practice, with hands-on experience and real-world projects.

Conclusions:
3D printing is changing industries and creating new jobs. Universities must teach 3D printing to prepare students. This study shows the need for comprehensive, standardized courses with hands-on learning, collaboration between different subjects, and partnerships with industry. International cooperation can improve 3D printing education by sharing knowledge, working together and matching programs with industry needs.

Acknowledgment:
This work has been supported by EU Erasmus+ Program 2023-1-DE01-KA220-HED-000161167 “Teaching of Advanced Technology through Digital Additive Manufacturing, 3D printing and μ-printing, TADAM3D-μP”.

Keywords:

3D printing, higher education, curriculum development, project-based learning.