Innovating in the initial training of future engineers: A situated multidimensional analysis of the sustainability of mediated educational practices integrating a Fab Lab

Abstract

This article presents a multidimensional analysis of the sustainability of a pedagogical innovation within the “Introduction to Mechanical Engineering” course at a public university in Argentina. The innovation is centered at FabLab UNR, a laboratory certified by the international Fab Lab Foundation network that encourages the creative appropriation of technology. The theoretical framework employs the concept of Mediated Educational Practices within sociotechnical-cultural networks (PEM-DID) and establishes an analytical model to evaluate the innovation’s sustainability. The research adopts a qualitative methodology with an exploratory case study design, examining four dimensions: political-institutional, infrastructure, social, and intermedial, each with specific indicators. Findings reveal that despite the highly positive and motivating experience for both faculty and students, the innovation’s sustainability is primarily threatened by institutional factors. Currently, FabLab UNR operates without formal regulations or governance structures. This regulatory gap exposes the initiative to potential budget reductions or discontinuation, particularly without robust institutional policy support. Consequently, the long-term viability and cross-disciplinary integration of the FabLab within the university’s curriculum remain at risk.