The Nature and Pedagogy of Inspiration in STEM Education

This thesis looks at how learners experience inspiration in STEM education and makerspaces. It explores how educators can help learners notice ideas, work through uncertainty, and act on new insights. The research finds that inspiration cannot be taught or forced, but educators can create conditions that make it more likely. The thesis introduces the Inspired Learning Design framework to help educators describe and support this process. It also offers practical advice for educators seeking to design learning experiences that foster curiosity, confidence, persistence, and learner agency.