1. Impact on project participants – adult educators: – Development of competencies (knowledge, skills and attitudes) in 3D modelling and printing, Design Thinking method, and technical creativity. – Gained knowledge and raised interest in Fab Lab type of activities. – A better understanding of non-formal learning practices and of new ways to support adult learners, especially those with fewer opportunities, in their learning process. – An increased cognition of the local adult learner group, their learning specifics and needs for further skill development. – A better awareness of training practices to encourage sustainability-related behaviour (repairing things, saving resources, changing consumption patterns). – Reinforced creativity and new ideas for customer-oriented activities thanks to diversity of project partners and their different approaches. – Improved foreign language, social and personal skills. – Professional and personal development, strengthening the position in the labour market. 2. Impact on project participants – adult learners: – Developed competencies in 3D modelling and printing complied with the needs of the labour market. – Development of creativity, social and personal skills, especially for participants with fewer possibilities, through the application of the Design Thinking and andragogic methods. – Encouragement to be active creators and inventors who are in control of their own learning. – Benefit from an authentic opportunity to explore objects otherwise inaccessible. – A boost of self-confidence for making a tangible result or product. – A better awareness of saving resources through individual preferences and consumption habits. – Encouragement to use new ICT technologies. – Possibility to act as educators to their peers. – Possibility to have skills and competencies recognized and validated. 3. Overall impact on target groups: – New exciting opportunities for the development of technical, personal and interpersonal skills. – An introduction to one of the fundamental Industry 4.0 technologies at a local community center. – Better inclusion of local community members who have fewer opportunities and otherwise would not have a chance to try out 3D printing. – Raised awareness of lifelong learning benefits and opportunities. – Raised awareness of the support from the European Commission and enhanced understanding of the European priorities. 4. Impact on the participating organisations: – A better recognition of libraries, community centers, non-governmental organisations as learning environments and makerspaces. – Expansion of the lifelong learning opportunities for adults. – A significant assistance in the development of newly established Fab Labs or a
stimulation to set up a Fab Lab in the organisation. – Better educated, experienced and motivated staff. – Added value to other programs or initiatives, such as digital skills promotion, entrepreneurship programs, peer education and learning, creativity and employability programs and similar. – More audiences gained in regular activities. – A better awareness of the inclusion and support practices for the involvement of persons from disadvantaged groups. – A better recognition which may result in attracting new sponsors, media patrons, and institutional support. – Building a strong partner network for future collaborations. 5. Impact on other stakeholders: – Strengthening skills of adults and adult educators through involving associated partners. – A better recognition of the concept of basic skills and key competences, especially digital, by relevant stakeholders, including decision makers. – Stimulation of the development of innovative activities at other public organizations (museums, cultural centers, formal and non-formal educational institutions, etc.). – Enhanced technological innovation opportunities in the development of entrepreneurial and sustainable projects for the community in general.

Project results in terms of quantity – ADaPT4Future: Methodological toolkit (Design Thinking, 3D, Adult learning), including: 1) Methodological material for adults for the application of Design Thinking method in 3D printing; 2) Methodological guidelines for educators on 3D, Design Thinking and adult learning; 3) A research report from the product validation stage accompanied by good practice examples; 4) Ex-post research report of the adult learners group. – A new non-formal adult training program registered in Lithuania based on the developed methodology. – After completion of the project, 500 new users (including both learners and educators) registered at the learning platform play.gaminu.eu. This number will further grow annually by 10% due to planned publicity. – At least 20 adult educators and 200 adult learners, at least half of them with fewer possibilities, involved in training material testing activities in 3 partner countries. – At least 90 adults, educators, teachers, volunteers, policy makers, educational sector managers, NGO and industry representatives involved in multiplier events in 3 partner countries. – 1 transnational staff training event and 3 transnational partner
meetings. – A set of evaluation questionnaires addressed to educators and learners. Project results in terms of quality – The produced training tools are innovative in their subject, content, technological tools, pedagogical approaches and inclusion of different types of learners. – Research carried out in partner institutions during the testing provides required feedback for the quality of the produced training materials and impact on skill development among the target groups. – Survey tools are suitable for methodology end-users as skill evaluation instruments. – Adult learners acquire genuine experiences with the design cycle where ideas can be prototyped, tested and improved based on reflection and feedback. – Adults develop 21st century skills such as information and communication technology (ICT) literacy; 3D modelling and printing; creativity, innovation, teamwork, collaboration, cooperation; critical thinking, problem solving; adaptability, initiative, resilience; environmental literacy. – Recognition and validation of skills and competencies gained during local learning activities. – Adult educators develop skills related to: design-based learning method in 3D education; 3D modelling and printing; methodology of 3D hackathons and workshops; andragogy; course design and delivery; application of collaborative learning; differentiated instruction; research skills and practices; self-confidence in delivering innovative activities based on Design Thinking approach and use of 3D technology. – Project team members strengthen managerial, organisational, technological, methodological, andragogical, social, personal and English skills. – Project’s activities provide significant methodological support in the development of existing, newly established Fab Labs or a stimulation to set up a Fab Lab in partner organizations and beyond. – Better inclusion of local community members who have fewer opportunities due to economic, social, geographical or migrant background obstacles. – Expansion of non formal educational offer for partner and associated organizations. – Project’s activities and results are widely disseminated among non-formal, formal and informal adult education providers and in other sectors in partner countries Lithuania, Poland and Italy and outside them.