School-based design and maker education foster the acquisition of 21st-century competencies.

Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences.The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the teacher’s and researcher-teacher’s (Noora, the first author) in-situ and post-reflections on pedagogical practices and the teacher’s role. Three intertwined themes emerged: design leader, collaboration and co-teaching, and (co-)reflection. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education.