The main objective of the 3DAcademy project was to enhance the capacity of VET providers to offer training in and through 3D technologies (printing, scanning, modelling) to increase the uptake of new teaching approaches relevant to current and future needs of the economy and labour market. The project aimed to foster cooperation between 3D technology companies and VET providers to bridge the skills gap and enhance the quality of education and training. Four specific objectives guided implementation: • SO1: Develop an online training platform providing flexible, self-paced learning with interactive digital materials in 3D technologies. • SO2: Provide a comprehensive training methodology and curriculum catering to the learning needs of VET educators, students, and entry-level industry staff. • SO3: Analyse existing qualification frameworks and initiate approval procedures for qualification standards in 3D technologies at EQF levels 1-3. • SO4: Disseminate results and promote use among target groups and stakeholders, engaging industry experts to ensure relevance to labour market needs.
According to the European Commission, making Europe greener and more digital are twin challenges member states need to address. 3D technologies (printing, scanning, modelling) offer wide applications across sectors from architecture and construction to automotive and pharmaceutical industries, providing advantages such as customisation, design flexibility, speed, cost-efficiency, and rapid prototyping. The 3DAcademy project was developed to address identified needs in both the VET community and the 3D technology industry. VET institutions have invested substantially in STEM laboratories and 3D equipment but often lack qualified trainers to effectively utilise this equipment. VET teachers require ongoing training to stay current with technologies, while students need resources to develop practical skills relevant to the labour market. In Bulgaria, Serbia, and Bosnia and Herzegovina, no structured online learning resources in 3D technologies existed in local languages. VET institutions struggled to incorporate 3D equipment into curricula, resulting in STEM facilities remaining underutilised rather than serving as active knowledge-generation hubs.