Impact of the "IALAB MAKERS" educational innovation project (formerly PracTICS UNIZAR) on university students

Abstract

Innovation in higher education is closely linked to digital transformation and information systems. This connection has unlocked numerous possibilities following the implementation of the Bologna Process in university classrooms. Such a scenario demands an evaluation that facilitates improvements in both knowledge acquisition and students' holistic personal development. The study evaluated a sample of 102 prospective primary education teachers (M = 18.58; SD = 0.84), consisting of female (n = 70; 68.62%) and male (n = 32; 31.37%) participants. Data were collected using various assessment instruments designed to evaluate motivation, group integration and digital expertise. The analysis revealed significant gender differences, alongside a notable increase across all three evaluated variables. Furthermore, high intrinsic motivation was positively associated with greater group integration, higher digital expertise and adaptive behavioural patterns. The findings demonstrate the positive impact of the evaluated project on motivation, group integration and digital expertise. They also highlight the effectiveness of innovative programmes focused on creating teaching materials through Information and Communication Technology (ICT) resources, thereby equipping prospective teachers with the digital competence required for their future professional practice.