"<< Background >>Action-oriented media literacy is a central key competence in a society significantly influenced by digitisation as well as in everyday life and the professional environment. Thus, competences of the digital world are becoming a central prerequisite for social participation and they are imperative for a successful educational and professional career. Learning and living in the context of increasing digitisation and critical reflection will be integral parts of our society in the future.""The term 'action orientation' is essentially based on the reform pedagogical concept of action learning, which focuses on linking practical and theoretical knowledge acquisition. The common catchword here is 'learning by doing'."" (www.medien-weiter-bildung.de 2021). Making is fully in line with the principle of action-oriented media education and is also referred to as a ""media education door opener"" (medienimpulse, Jg. 58, Nr. 4, 2020). The diversity of free experimentation, creative problem solving and improvisation makes action-oriented forms and different learning paths of media education possible. Reflection on doing is an essential principle of the action-oriented perspective. In the last decade, there has been an unprecedented boom of communities engaged in DIY activities. Events such as the Maker Faire or the European Maker Week, which are supported by the EU Commission, play an important role in promoting the so-called ""maker movement"".(cf. JRC, Overview of the Maker Movement in the EU, EU 2017).However, there are clear differences in the development and growth of the maker movement across the EU. This becomes clearest in a comparison of the EU28 states when looking at the existing Makerspaces per million inhabitants (p.e.). (cf. ibid.)Four of the EU28 states are involved in the project, which clearly shows the different levels of development on a pan-European scale and is thus quite representative. With the MakerEDU project, we are creating the opportunity to train educational professionals as multipliers in the field of making and the opportunity to pass on action-oriented media literacy to children and young people throughout Europe. The prerequisite for the latter, however, is that educators themselves deal with these topics and develop the corresponding competences. At the moment, especially in rural areas, there is not only a lack of didactic methods and teaching and learning materials that support exploratory learning, but also a lack of appropriate premises and technical equipment. One way to support professionals in their media pedagogical mission is to offer appropriate further training and handouts on how to implement the knowledge they have learned. Makerspaces and making activities, as innovative practices, offer the possibility to actively promote creative competences, to enable access to and use of (digital) technologies and to consciously combine social interaction. This enables meaningful participation in an increasingly digital world.<< Objectives >>The following activities will be implemented to achieve the project objective:1.development of a vocational training manual for educational staff with appropriate theoretical background knowledge on action-oriented media literacy and making, methods and didactics as well as learning experiences and learning goals for children and young people.2.development of a catalogue of requirements for a makerspace in rural regions of Europe with a concept for Future use of the premises.3.to create a collection of practice-proven, topic-related and target group-specific pedagogical practical instructions for concrete teaching and learning with children and young people in a makerspace.A planned Maker's Conference per partner country and an international training seminar are central elements of the dissemination of the project results. The direct target group of the pedagogical staff needs to be reached. Support is provided by stakeholders from the public and private (vocational) education sector, such as kindergartens, schools, youth and social institutions or youth welfare offices, as well as representatives from politics and society.<< Implementation >>The following activities will be implemented to achieve the project objective:1.development of a vocational training manual for educational staff with appropriate theoretical background knowledge on action-oriented media literacy and making, methods and didactics as well as learning experiences and learning goals for children and young people.2.development of a catalogue of requirements for a makerspace in rural regions of Europe with a concept for space utilisation.3.to create a collection of practice-proven, topic-related and target group-specific pedagogical practical instructions for concrete teaching and learning with children and young people in a makerspace.A planned Maker's Conference per partner country and an international training seminar are central elements of the dissemination of the project results. The direct target group of the pedagogical staff needs to be reached. Support is provided by stakeholders from the public and private (vocational) education sector, such as kindergartens, schools, youth and social institutions or youth welfare offices, as well as representatives from politics and society.<< Results >>The training manual developed in the project forms the basis for increasing the competences of educational professionals in the field of using digital media in everyday professional life - be it in school lessons, in media education or in imparting digital knowledge. The further training courses developed in the project also provide the participants with the skills to set up and use a Makerspace in their own institution. Learning these new methods and instruments together with the pedagogical practical instructions developed in the project increase the quality of the knowledge transfer. The pedagogical professionals are thereby enabled to master the upcoming challenges in their everyday professional life. In this way, the pedagogical professionals and thus the teaching institutions employing them will be in a better future position to integrate digital media into lessons or educational offers in an action-oriented way.Children and young people benefit from a practice-oriented and action-oriented media education imparted by the educational professionals. In turn, they strengthen their competences and increasingly develop motivation to engage in the future-oriented STEM subjects. The knowledge acquired by the children and young people in the area of making is closely linked to an increase in self-efficacy and the ability to cooperate; it inspires creativity and strengthens resilience.This significantly improves the starting position for children and young people to assert themselves in the digital professional world.The staff of the participating institutions trained in the project also strengthen their digital media competences and their media pedagogical skills in order to contribute to increasing the quality of their educational offers."