China's Open-Source Education Blueprint: Catalyzing Systemic Reform via 3D Printing Innovation

September 20, 2025 Services XUFANGLEI, ZHANGLU 158

Examining open-source 3D printing in Chinese education, this paper highlights its potential for collaborative learning and reform, alongside challenges in standards and resource distribution.

I. Introduction
Against the backdrop of deepening comprehensive education reform, open-source educational 3D printing, as a typical example of technology-driven educational innovation, is gradually evolving from a tool-based application into a core vehicle for reconstructing educational paradigms. Its characteristics of open collaboration and low-cost accessibility align closely with the goal of "promoting the deep integration of information technology and education" proposed in China’s Education Modernization 2035. Drawing on global practices and China’s explorations, this paper discusses the current status, challenges, and policy pathways of open-source educational 3D printing, aiming to provide theoretical support and practical references for the classified reform of education.

II. Global Practices and Current Status of Open-Source Educational 3D Printing in China
Globally, open-source 3D printing technology, with its features of "open design, collaborative innovation, and low-cost accessibility," is reshaping education systems. For instance, Czech-American company Prusa Research has enabled educational institutions in resource-scarce regions such as Africa and South Asia to build their own equipment at extremely low costs by sharing 3D printer design blueprints through its open-source hardware community. The U.S.-based Thingiverse education platform has released over 2 million open-source 3D models, covering STEM education, art design, and other fields, forming a closed-loop ecosystem of "design sharing—teaching application—feedback optimization." The EU’s "Open Schools" initiative promotes transnational joint projects through open-source curriculum development, allowing students to collaborate remotely on interdisciplinary projects. For example, sustainable architectural models co-designed by students from the Netherlands and Spain have been applied in community renovations.

Driven by policy, China has made initial progress in open-source educational 3D printing. The Ministry of Education’s Education Informatization 2.0 Action Plan explicitly calls for "promoting open-source hardware in schools." Cities like Shenzhen and Hangzhou have taken the lead in incorporating 3D printing into primary and secondary school maker courses. Students engage in practical projects, such as designing traditional故宫 mortise and tenon models, to understand cultural heritage and engineering principles. Universities like Tsinghua University and Tongji University have established interdisciplinary laboratories to develop integrated courses such as "3D Printing + Intangible Cultural Heritage Creative Products." For example, open-source model-based reproductions of Dunhuang mural reliefs preserve traditional craftsmanship while incorporating digital innovation. Open-source 3D printing equipment, such as RAYSHAPE’s educational solutions, has been adopted in over 30 domestic universities for photopolymerization research due to its low cost and high compatibility.

Open-source 3D printing technology lowers technical barriers by providing open access to design codes, material parameters, and process standards. For instance, Shenzhen University’s RAYSHAPE P200 UHD device allows users to customize resin parameters and adjust light spot sizes. Sichuan Engineering Technical College offers elective courses based on open-source software, where students use tools like FreeCAD to design and print models, with self-designed mechanical mechanisms serving as final projects. This model breaks the lag of traditional textbooks and enables students to master interdisciplinary skills through real-world projects.

However, compared to developed countries, open-source educational 3D printing in China remains at a stage of "isolated breakthroughs" and has yet to form a systematic innovation ecosystem.

III. Core Challenges of Open-Source Educational 3D Printing
Fragmented technical standards and ecosystems are the primary obstacles. The open-source 3D printing field features multiple file formats, such as STL and 3MF, and lacks uniform hardware interface standards, resulting in low cross-platform collaboration efficiency. Data-sharing mechanisms among educational institutions, enterprises, and communities are underdeveloped. Resource allocation imbalances are also prominent, with equipment coverage in central and western regions being only one-fifth of that in first-tier cities. Some rural teachers still rely on paper-based lesson plans to instruct 3D printing courses.

Significant gaps in teacher capabilities exist: 76% of teachers lack open-source collaboration experience, making it difficult to implement interdisciplinary project-based teaching. The complexity of technology and lack of standardization also hinder the widespread adoption of open-source education. For example, Laser Powder Bed Fusion (LPBF) metal printing requires precise control of laser power, scan paths, and gas environments. While open-source solutions offer modular designs (e.g., ReAM250’s vacuum pump and sensor integration), they demand highly specialized knowledge from operators.

Intellectual property and security risks pose deeper constraints. Open-source licenses (e.g., GPL) require derivative works to be open-source, which conflicts with commercialization needs in educational settings. For instance, a vocational school’s intelligent prosthetic model was misappropriated by a company, but vague license terms made legal recourse difficult. When student designs involve privacy or sensitive content, there is a lack of compliance review mechanisms. For example, a middle school’s 3D-printed community security model sparked data leakage concerns due to its inclusion of residential building structural details.

IV. Policy Framework and Implementation Pathways
Establishing a tripartite development framework of "standards-ecosystem-talent" is key to addressing these challenges. For technical standardization, it is recommended that the Ministry of Industry and Information Technology or the Ministry of Education lead the development of *Technical Specifications for Open-Source Educational 3D Printing*, unifying file formats and security protocols. Simultaneously, international standard mutual recognition with ISO/IEC JTC1 should be promoted to integrate Chinese technological solutions into the global system. Ecosystem collaboration requires the construction of a national resource-sharing platform that integrates model libraries, course cases, and teaching tools. A "contribution points" incentive system could be implemented, where teachers exchange high-quality model resources for training opportunities or research funding. Deepening school-enterprise cooperation could involve establishing an "Open-Source Educational 3D Printing Innovation Fund" to support equipment procurement and course development in impoverished regions.

Talent cultivation mechanisms urgently need restructuring. Universities should add compulsory courses on "Open-Source Hardware and Educational Innovation" and implement project-based learning (PBL), requiring students to participate in real open-source projects. National teacher development centers could launch an "Open-Source Mentor Certification Program" to cultivate复合型 teachers with both technical skills and a collaborative spirit. Internationally, China could initiate a "Belt and Road Open-Source Education Alliance" to establish joint laboratories with Southeast Asian and African countries, exporting Chinese technical standards and teaching models.

Risk prevention requires improving both legal and technical mechanisms. The Ministry of Education, in collaboration with judicial departments, should issue Guidelines for Open-Source Licenses in Educational Contexts, clarifying usage boundaries and ownership of derivative works. Technically, AI review tools should be embedded in resource-sharing platforms to automatically screen sensitive content through image recognition and semantic analysis.

V. Proposal: What Needs to Be Done

Establish a National Strategy for Open-Source Educational 3D Printing
Incorporate open-source 3D printing into special plans for educational informatization, with clear goals for achieving county-wide coverage. Form an inter-ministerial task force to coordinate standard setting, resource allocation, and international cooperation.

Launch Three Major Demonstration Projects

Universal Infrastructure Project: Equip central and western schools with 100,000 open-source 3D printers within three years and establish regional shared service centers.

Cultural Heritage Project: Develop 100 national-level open-source model libraries for intangible cultural heritage to promote the digital preservation of traditional crafts.

International Collaboration Project: Establish 20 "Digital Workshops" in ASEAN and African countries, training 5,000 local teachers.

Build an Innovation Incentive Mechanism
Establish an "Open-Source Education Contribution Award" to provide professional title promotions or升学加分 for outstanding teachers and student teams. Encourage enterprises to support educational projects through policies like "R&D expense super-deduction."

Strengthen Ethical and Security Governance
Form an educational data ethics committee to develop a White Paper on Open-Source Educational Data Security. Develop domestically produced open-source educational software and hardware systems to ensure core technologies are independently controllable.

VI. Conclusion
Open-source educational 3D printing is not merely a revolution in technical tools but a reconstruction of educational paradigms. Through open collaboration and ecosystem co-construction, China has the potential to transform this model into a core driver for educational equity and quality improvement. The future requires institutional innovation to address standardization fragmentation, cultural integration to bridge resource gaps, and a global perspective to lead international cooperation, ultimately building an inclusive and competitive new ecosystem for open-source education. This process will not only advance China’s educational modernization but also contribute Chinese solutions to global educational transformation.

References
[1] Ministry of Education of the People’s Republic of China. (2023). Education Informatization 2.0 Action Plan.
[2] Prusa Research. (2024). Global Impact Report of Open Source 3D Printing in Education.
[3] China Academy of Information and Communications Technology. (2021). Open Source Ecosystem White Paper.
[4] China OSS Promotion Union. (2023). 2023 China Open Source Development Blue Book.

Fanglei Xu (Corresponding Author), Prof. Dr. Ir. Xu Fanglei FRSA, Fellow of the Royal Society of Arts (RSA), National Industrial Design Leader recognized by the Ministry of Industry and Information Technology, Head of the Additive Manufacturing Committee of the Beijing Design Society, Distinguished Professor and Doctoral Supervisor at the Faculty of Arts and Design, Lincoln University College Malaysia, Part-time Graduate Instructor at the College of Mechanical and Electrical Engineering, Northeast Forestry University, and Founder of Beijing Scilight Technology Co., Ltd. He has led design projects involving national-level intangible cultural heritage and additive manufacturing, possessing extensive experience in the field of additive manufacturing design. As a serial entrepreneur, he demonstrates sustained research and development capabilities. His main focus is on the professional application of additive manufacturing in product design, particularly the "Application of 3D Printing in the Field of Industrial Design Products."

Zhang Lu, Director and Vice President of Tianjin Zhongjiao Open Source Innovation Research Institute; Co-founder of Guoke Open Source Technology (Beijing) Co., Ltd.; Executive Committee Member of the Open Source Development Committee of the China Computer Federation; Researcher at the Global Open Source Collaboration Research Center of the University of International Business and Economics; Executive Director of the OpenAtom Foundation's "Yuan Shixiong" Project; and Executive Secretary of the Chengying Open Source Community at Tsinghua University. He previously served as OpenHarmony Community Manager at the Institute of Software, Chinese Academy of Sciences; General Manager of Lei Feng Wang (Beijing); and Initiator of the Maker Marathon.