Abstract:

Teaching how to apply 3D printing in electronics constitutes the primary objective of the TADAM3D-µP project (Teaching of Advanced Technology through Digital Additive Manufacturing, 3D Printing and μ-Printing). The project is carried out through collaborative work among three academic institutions: Technische Universität Dresden (Germany), the University of Žilina (Slovakia), and Wroclaw University of Science and Technology (Poland). The use of 3D printing (3DP) fosters creativity and problem-solving skills by providing opportunities for hands-on experimentation and prototyping of original design concepts. Moreover, competence in this technology enhances graduates’ competitiveness on the labor market, where the demand for engineers proficient in digital manufacturing tools—including those relevant to electronics—continues to grow.

To meet these expectations, we conducted pilot international educational activities focused on 3DP for electronics. Our goal was to ensure that students with diverse academic backgrounds, not necessarily from electronics, could understand modern methods of manufacturing various components (e.g., housings) and prototypes of electronic elements such as conductive paths, resistors, and coils and photonics structures.

In this paper, we present the outcomes of the pilot classes conducted for students from various academic disciplines, which took place simultaneously at the three partner institutions from October 5–11, 2025. For this purpose, a hybrid educational module was developed, combining remote introductory lectures for all participants with practical laboratory activities. Students could choose from ten project topics related to electronics or photonics and three different 3DP techniques: Material Extrusion (MEX), Vat Photopolymerization (VPP), and Two-Photon Polymerization (2PP). Using a project-based learning approach, the students were able to develop their own project ideas within the selected topic and fabricate their designs through 3D printing.

The paper describes the mentoring process designed to guide the students, the formal organization of the activities, and the ways in which students cooperated both among themselves and with the teaching staff. Finally, the results of the final surveys conducted after the pilot activities are presented, illustrating the expectations of both students and teachers regarding the enhancement of future summer school editions.

Keywords:

3D printing education, project-based learning.