Engineering programs in higher education have traditionally focused on technical skills, but there is a need for engineers to develop additional skills such as experimental, making, and design. Design thinking practices are increasingly seen as crucial components of the engineering curriculum. The purpose of this study is to investigate whether integrating project-based learning with Design Thinking and Maker tools can enhance engineering students’ self-efficacy. Given the underrepresentation of women in engineering and past findings on gender differences in making skills, the study also aims to analyze the impact of these educational practices from a gender perspective. This research was conducted over two years with undergraduate engineering students in a real educational setting. It assessed changes in students’ engineering self-efficacy before and after a project-based learning activity that utilized Design Thinking and Maker Education to address real-world problems. The study involved 67 students (45 men, 21 women, and 1 who preferred not to say) and employed a comparative analysis of data collected pre- and post-intervention. The study found significant differences in self-efficacy between male and female students prior to the intervention. After participating in the project-based learning activity, students reported an increase in self-efficacy, with women showing a notable improvement in making skills. The findings suggest that project-based learning activities that incorporate Design Thinking and Maker Education can positively influence engineering students’ self-efficacy. The impact appears to be particularly beneficial for women students, indicating that such educational approaches may help address gender disparities in engineering disciplines. © 2024 TEMPUS Publications.
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