Author: Gianluca Betti

In the first article of this series, we discussed how technical education has historically driven economic development and national progress, focusing on the way improved technical training during the First Industrial Revolution aided industrial growth. We examined the founding of Europe’s key technical schools and polytechnic universities, showing how they served as critical engines for innovation and prosperity.

STEM Education: The Key to Future Growth and Sustainability

To round out the discussion, we will now revisit the connection between technical education and economic growth, but with a focus on today’s world. Essentially, we aim to answer a key question: does investing in STEM education—encompassing science, technology, engineering, and mathematics—deliver real economic advantages?

Overwhelming evidence indicates that investing in STEM education is not just a way to accelerate technological innovation; it is also a core pillar for sustainable development and economic expansion. Much like previous industrial revolutions, the Fourth Industrial Revolution (Industry 4.0) rests on the foundation of STEM skills. These disciplines are crucial for tackling contemporary global challenges—such as climate change, energy transitions, and the rapid spread of automation and digitization—thereby helping economies become more resilient and competitive. Beyond supplying well-trained professionals, STEM education also raises the overall level of societal well-being, creating opportunities that extend far beyond straightforward economic progress. With a robust STEM-educated population, nations can develop effective strategies for adapting to technological shifts, mitigating environmental risks, and ensuring they remain agile in the face of change.

Extensive research backs this point of view, and the government policies in Europe and around the globe increasingly promote and encourage STEM competencies. As early as 2019, the European Commission highlighted how growth in high-innovation sectors such as ICT, robotics, automation, and technical R&D could be undermined by insufficient STEM education. In a similar vein, a 2022 Deloitte study presented to the European Parliament—titled “Rethink STE(A)M Education: A Sustainable Future Through Scientific, Tech, and

Humanistic Skills”—underscores the essential nature of STE(A)M competencies for ensuring the European Union’s success in a global landscape increasingly dominated by science and technology.

STEM’s Global Role in Economic Growth

However, this is hardly a uniquely European phenomenon. Around the world, the policies that underscore economic development now tend to emphasize a strong commitment to STEM learning. In India, for instance, introducing STEM curricula in rural schools has significantly boosted digital literacy and fostered local entrepreneurship, spurring the growth of smaller economic ecosystems and improving the quality of life in more disadvantaged communities. Meanwhile, the United States has launched initiatives like the “National STEM Education Act,” which have enhanced the technical readiness of students, reinforced the nation’s standing in emerging tech sectors, and attracted robust foreign investment in areas such as artificial intelligence and biotech.

These examples once again highlight the power of science, technology, and hands-on learning as tools to meet the challenges of the future—both culturally and economically. In an interconnected, tech-driven global environment, STEM disciplines provide critical guidance for navigating modern complexities and shaping a fairer, more prosperous tomorrow. Strengthening STEM education is, in essence, an investment in a nation’s capacity to innovate and flourish in a world that continues to evolve at breakneck speed.

Massimo Temporelli

President and founder of TheFabLab

Introduction to Laboratories in Education

 After exploring the work of major thinkers—psychologists, pedagogists, and educators—who advocated learning through doing and experimentation, we will now focus on laboratories and experiments as tools that enable and deepen knowledge. We will continue the discussion from earlier articles, examining how labs turn theoretical instruction into hands-on experience.

A laboratory is typically a dedicated space, separate from the usual classroom yet still within or near the educational setting. In a lab, learning happens through direct, unmediated interaction. While classrooms use books, multimedia, or blackboards, labs use tools that generate information rather than merely transmit it. We might view the lab, borrowing a phrase from another domain, as a “user-generated content” platform. Actually, the situation is more nuanced, because those who design lab tools and set up these spaces also shape the types of content that can emerge, influencing both the learning process and the experiences students can have.

Cognitive Artifacts and Active Learning

Seymour Papert referred to such resources as “cognitive artifacts,” meaning they amplify the user’s mental capabilities. Recognizing labs and their tools as cognitive artifacts is vital for educators, as it underscores how these environments don’t just deliver knowledge; they transform it. Students can explore, create, and learn in an active, collaborative way.

In contemporary educational models, the lab is more than a method; it represents a philosophy that puts learners at the center. The goal is to nurture citizens capable of making hypotheses, building instruments, measuring events, gathering data, and using that information for informed decision-making. These skills extend well beyond science, becoming crucial soft skills in many fields. Knowledge gains real meaning when learners experience it firsthand—by experimenting, constructing, and manipulating. This approach echoes Galileo Galilei’s scientific method, which teaches that true understanding arises from observation and experiment, not just memorization.

Global Trends in Lab-Based Learning

Policies worldwide increasingly highlight STEM skills, reshaping education to include more hands-on lab work. In Italy, for instance, recent initiatives have led to notable investments in school labs—particularly digital ateliers and FabLabs—funded by the National Operational Program (PON) for schools launched in 2014, which allocated around €1.5 billion to enhance educational infrastructure, including labs. This was followed by the 2015 National Digital School Plan (PNSD), providing an additional €1 billion for innovative learning spaces. A 2016 initiative earmarked around €28 million to create more than 1,800 “creative ateliers,” and the most recent Recovery and Resilience Plan (PNRR) also supports new and upgraded FabLabs to give students modern tools for acquiring technological skills.

These investments foster a culture of innovation, broadening access to technology and championing lab-based learning in Italy. Similar approaches appear across Europe, from Germany’s emphasis on “MINT Labs” (Math, Informatics, Natural Sciences, and Technology) to France’s “École Numérique,” Spain’s “Aulas del Futuro,” and the Netherlands’ “Onderwijs2032”, all recognizing how labs develop practical and critical skills.

Conclusion: The Impact of Laboratories on Student Learning

In laboratories, students tackle real-world challenges, learn from mistakes, explore materials, and build solutions through active trial and error. This method is not limited to science; it applies to art, technology, economics, mathematics, and even the humanities. The aim is to let students learn by doing—engaging both mind and body in an integrated, hands-on process.

Ultimately, the key role of labs in modern education reflects a need to produce learners who can do more than memorize information; they can apply, adapt, and use knowledge to solve concrete problems. Labs transform schooling into a dynamic, immersive experience where students become the driving force of their own learning. Scientific tradition reminds us that genuine knowledge comes from firsthand observation, testing, and continually questioning what we already know. That’s the power of the laboratory: turning curiosity into competence and theory into tangible action, preparing students not just to understand the world but to change it.

Massimo Temporelli
President and founder of TheFabLab

In this article, we explore the cognitive models and educational theories that laid the groundwork for many modern teaching methods, especially in technical and hands-on contexts. We’re not just taking a historical tour; we believe that understanding these approaches helps us design dynamic, problem-solving educational environments—critical for students facing today’s rapid technological and social changes.

The Roots of Active Learning: Confucius

The Chinese philosopher Confucius (551–479 BC) famously said, “I hear and I forget, I see and I remember, I do and I understand,” capturing the essence of active learning at the heart of many theories presented here.

John Dewey: Learning by Doing

John Dewey (1859–1952), an American philosopher and educator, championed learning through experience. He emphasized the importance of active interaction between individuals and their environment, insisting that education should be practical—what we now call “learning by doing.” This principle is foundational in project-based approaches across technical disciplines, where students acquire skills by directly engaging with tools and materials.

Maria Montessori: Independence and Exploration

Maria Montessori (1870–1952) introduced a child-centered method focusing on independence, choice, and sensory materials. While her work centered on children, her principles also apply to technical and lab-based learning. Allowing learners—both children and adults—to explore tools and materials at their own pace fosters curiosity, problem-solving, and accountability for their own progress. In technical fields, this translates into modular, customizable kits (for robotics, mechatronics, and more) that let educators and students tailor hands-on activities to individual interests.

Jean Piaget: Constructivism and Experience

Jean Piaget (1896–1980) developed constructivism, asserting that knowledge emerges from hands-on experience. Although his work focused on children, his ideas also promote technical and lab-based learning, where students manipulate objects and run experiments in a real-world context. Piaget’s influence is evident in today’s lab-oriented STEM education, which values tangible, experience-based activities.

Lev Vygotsky: The Zone of Proximal Development

Lev Vygotsky (1896–1934) proposed the concept of the Zone of Proximal Development (ZPD), suggesting that learning occurs most effectively with support from a “more competent other,” whether a teacher or a peer. In lab-based environments, group work often facilitates this kind of collaborative learning. Students combine different skills and knowledge to tackle complex technical challenges, supporting each other as they go.

 Seymour Papert: Constructionism and Digital Tools

Seymour Papert (1928–2016), influenced by Piaget, introduced constructionism, emphasizing tangible artifact creation in the learning process. Building robots or programming digital tools remains central to many technical courses and makerspaces. Papert also recognized the potential of technology for personalizing learning and making it more engaging. Immediate feedback from prototyping and coding drives an iterative cycle of trial and error, cultivating dynamic, interactive learning experiences.

 Conclusion

 While these are some of the major contributors to hands-on education, countless other thinkers continue to refine and expand our understanding of effective teaching and learning. Many of you may be part of that work, experimenting with new approaches or writing new theories. We wish everyone engaged in this vital mission the best of luck!

Massimo Temporelli

President and founder of TheFabLab

The Paris Agreement and the Role of Education

The 2015 Paris Agreement (COP21) was a turning point in the global fight against climate change, setting the goal of keeping global warming well below 2°C relative to pre-industrial levels. This agreement triggered a range of international efforts aimed at a sustainable energy transition—emphasizing renewable sources and making sustainability a cross-sector priority.

Such initiatives are not purely technological. For large-scale plans like these to work, education and culture must serve as foundational pillars. The engagement of schools, universities, and training centers is the only way for us to build widespread awareness and provide the skills needed to tackle an energy transition. In this article, we will look at how educational tools and cultural initiatives are promoting sustainability, inspiring the next generation, and fostering real change.

European and Global Commitments

At the European level, the Next Generation EU (NGEU) plan—especially the Recovery and Resilience Facility (RRF)—is driving the region’s post-pandemic recovery while speeding up ecological and digital transitions. Within this effort, the European Green Deal seeks to make the continent climate-neutral by 2050, focusing on reducing greenhouse gas emissions, boosting renewable energy, promoting efficiency, and developing sustainable technologies.

Each EU Member State has adapted these objectives to fit its own needs. Germany, for example, plans major investments in offshore wind and solar energy to phase out coal by 2038. France emphasizes nuclear power as a low-emission option while investing in green hydrogen solutions. Spain focuses heavily on solar and hydropower, strengthening resilience against climate impacts. In the Netherlands, cutting-edge sustainable agriculture and expanded electric vehicle infrastructure underscore its role as a technological sustainability leader.

Beyond Europe, the Paris Agreement has inspired transformative initiatives around the world. In the United States, the 2022 Inflation Reduction Act allocates significant funding for renewable energy projects and green infrastructure. China is a global leader in producing solar panels and batteries for electric vehicles, with the ambitious goal of reaching carbon neutrality by 2060. India, meanwhile, advances solar expansion via its National Solar Mission, aiming to install 100 GW of solar power and promote sustainable development.

Educating for Environmental Awareness

As these countries illustrate, ambitious targets demand deep cultural change. Education is key to linking individual awareness with collective action, giving people the tools and know-how to embrace the energy transition responsibly and strategically. A broad-based, integrated educational approach is essential to turning shared ambitions into meaningful reality.

Many cultural and educational tools have emerged to raise awareness among people of all ages. These include theme-based festivals, TV programs, interactive museums, and community-driven projects. Events like Italy’s Green and Blu Festival and the EU’s Energy Days blend entertainment and learning through conferences, workshops, technology showcases, and interactive exhibits.

Media also play a vital role. Global documentaries such as Our Planet on Netflix and local educational programs like Italy’s Linea Verde bring inspiring stories of innovation and green solutions to the public, prompting greater interest in renewables.

Hands-On Experiences for Renewable Energy Education

In schools, hands-on kits like the Solar Education Kit let students build and test miniature solar panels and wind turbines. In Italy, the Enerkit 2.0 engages children with practical experiments on renewable energy, encouraging active learning. Immersive experiences in museums and science centers add another layer: the MUSE in Trento hosts interactive displays on sustainable energy, while London’s Science Museum showcases both historical and futuristic renewable technologies.

Community-based initiatives, such as the Solar Schools Project in Australia, highlight the power of collective involvement. By installing solar panels and offering educational programs, these schools teach students and their families about responsible energy management.

In this landscape, De Lorenzo’s Renewable Energy Scientific Kits offer a practical introduction to solar photovoltaic, wind, and hydrogen energy. Rooted in hands-on experimentation, these kits support an applied understanding of renewable energy technologies, allowing students to learn by doing and gain deeper insight into sustainable power generation.

Conclusion

Ultimately, it is impossible for technological change to fully succeed without a concurrent cultural shift. These various tools illustrate how sustainability education crosses disciplines and unites schools, families, and communities through the right balance of technology, creativity, and culture. Widespread awareness and collective commitment we will be crucial for us to confront the challenges of the energy transition and to secure a sustainable future for generations to come.

Massimo Temporelli

President and founder of TheFabLab

In this series, we will examine the historical, economic, and cultural dimensions of technical and scientific education. When did this branch of learning emerge? Which models shaped it? How does it benefit industrialized societies?

Where is it taught, and with what methods? By answering these questions, we prepare ourselves for the future with greater awareness and a more robust economic strategy.

 The evolution of technical and scientific education

Technical and scientific education grew out of the need to align practical and technological knowledge with rapidly evolving societies—especially from the early 19th century, during industrialization. It has since undergone various transformations in Italy, across Europe, and worldwide, shaped by the main industrial revolutions:

• First Industrial Revolution (mid-18th century): Mechanization and steam power
• Second Industrial Revolution (late 19th century): Rise of electricity
• Third Industrial Revolution (late 20th century): Growth of electronics and computing
• Fourth Industrial Revolution (early 21st century): Industry 4.0, integrating digital and traditional production

These shifts greatly influenced educational policies and labor markets.

Studying them reveals key components of our society: how we structure schooling, social hierarchies, and professions—and it highlights the often unhelpful divide between the humanities and technical fields. Practical training, experimentation, and the scientific method remain crucial for making data-driven (informed) decisions.

The origins of technical education

Tracing the origins back about 250 years to the First Industrial Revolution, nations began recognizing the advantages of science and technology, which led to the founding of the first technical schools.

In Italy, these schools emerged in the 19th century alongside the country’s push for unification and industrial growth.

Figures like Quintino Sella championed technical education to narrow Italy’s economic gap with other European powers, culminating in the 1862 law on Technical Institutes, which offered market-focused curricula in areas like mechanics, chemistry, and civil engineering. Around the same time, the Polytechnic University of Turin (1859) and the Polytechnic University of Milan (1863) became hubs for engineering education and guided Italy’s industrial expansion.

In England—epicenter of the Industrial Revolution—technical schools had already sprung up by the mid-18th century, with Technical Schools and Mechanics’ Institutes training the specialized workforce needed to power the country’s manufacturing boom.

France, likewise, laid groundwork for its own technical education in the late 18th century, founding the Écoles d’Arts et Métiers (1780) and, earlier still, the École du Génie Militaire (1748).

Germany took a similar path in the early 19th century, establishing institutions like the Gewerbeschulen (1835), which fused theoretical instruction with practical apprenticeships—an approach linked to significant growth in industrial employment and entrepreneurship.

Conclusion

We often learn that the Industrial Revolution spurred urbanization and economic progress, yet we seldom hear how integral technical and scientific education was to that transformation. In the 19th century, countless young people gained the knowledge and skills to operate sophisticated machinery for the first time in history. Now, facing another industrial revolution, we again need a forward-looking educational model—one that emphasizes technical and scientific learning to meet the demands of today’s rapidly changing world.

Massimo Temporelli

President and founder of TheFabLab

As an automobile technician, it is important to understand the importance of emission controls and how they work.
Emission controls are designed to reduce the amount of pollutants released into the atmosphere from vehicles.
This is important for the environment, as well as for the health of those who live in the area.

Emission controls are made up of a variety of components, including catalytic converters, oxygen sensors, and exhaust gas recirculation systems.
Each of these components plays an important role in reducing the amount of pollutants released into the atmosphere.
As an automobile technician, it is important to understand how these components work and how to properly maintain them.

In addition to understanding the components of emission controls, it is also important to understand the regulations and laws that govern them.
Different states and countries have different regulations and laws regarding emission controls, and it is important to be aware of these regulations and laws in order to ensure that vehicles are compliant.

Finally, it is important to understand the importance of proper maintenance and repair of emission controls.
Regular maintenance and repair of emission controls can help to ensure that vehicles are running efficiently and that they are releasing the least amount of pollutants into the atmosphere.

Learning about emission controls is an important part of being an automobile technician.
It is important to understand the components of emission controls, the regulations and laws that govern them, and the importance of proper maintenance and repair. By understanding these things, automobile technicians can help to ensure that vehicles are running efficiently and that they are releasing the least amount of pollutants into the atmosphere.

Learn more about De Lorenzo‘s trainers for your automobile technician program:

In today’s rapidly advancing world, technology has become an integral part of almost every industry. The field of engineering is no exception.
As technology continues to evolve, so does the need for engineering students to equip themselves with the knowledge and skills required to stay competitive in the job market. One area of technology that is gaining significant attention is artificial intelligence (AI).

Artificial intelligence refers to the development of computer systems that can perform tasks that typically require human intelligence.
From self-driving cars to voice recognition software, AI is revolutionizing the way we live and work.
As engineering students, the ability to understand and apply AI principles can give them a significant advantage in their future careers.
Here are a few reasons why learning AI will benefit engineering students:

1. Enhanced Problem-solving Skills: AI algorithms and techniques are designed to process and analyze large amounts of data to solve complex problems.
By learning AI, engineering students can develop advanced problem-solving skills that can be applied to a wide range of real-world scenarios.
This allows them to approach engineering challenges more efficiently and effectively.

2. Improved Efficiency and Productivity: AI technology can automate repetitive tasks, allowing engineers to focus on more critical and creative aspects of their work. By understanding AI, engineering students can learn how to streamline processes, increase efficiency, and improve productivity in their future roles.
This can lead to significant cost savings and improved project outcomes for companies.

3. Embracing Industry 4.0: Industry 4.0 refers to the integration of AI, big data, and the internet of things into the manufacturing process.
This technological shift is transforming traditional industries and creating a demand for engineers with AI skills.
By learning AI, engineering students can position themselves as valuable assets to companies embracing Industry 4.0, opening up new career opportunities and possibilities.

4. Collaboration with AI Systems: As AI becomes more prevalent in engineering, it is crucial for students to understand how to collaborate with AI systems effectively. From designing AI-powered robots to developing intelligent systems, engineering students will need to work alongside AI technology in their future careers. By learning AI, students can develop the necessary skills to integrate AI into their engineering projects seamlessly.

5. Future-proofing Careers: AI is not just a passing trend. It is a rapidly expanding field with immense potential for growth and innovation.
By learning AI, engineering students are future-proofing their careers by acquiring knowledge and skills that will be in high demand in the years to come.
This can give them a competitive edge in the job market and ensure their long-term success.

In conclusion, learning artificial intelligence is highly beneficial for engineering students.
It equips them with enhanced problem-solving skills, improves efficiency and productivity, allows them to embrace Industry 4.0, enables effective collaboration with AI systems, and future-proofs their careers. As AI continues to advance, engineering students who possess AI knowledge will be well-prepared to tackle the challenges and opportunities of the future. So, if you’re an engineering student, now is the time to dive into the world of AI and unlock its boundless potential. Learn more about De Lorenzo‘s Artificial Intelligence Course: