Open Education Studies, 2022; 4: 339–344 Research Article Natalija Budinski*, Zsolt Lavicza, Tony Houghton Opportunities for 3D printing in Hybrid Education https://doi.org/10.1515/edu-2022-0175 received March 29, 2021; accepted August 22, 2022. Abstract: In this paper, we present 3D printing examples that we developed and unitized for hybrid teaching during the global pandemic. We highlight the benefits of 3D printing in classrooms and opportunities for developing different knowledge and skills, starting from mathematical and technological knowledge to communication and collaboration skills. During our activities, we used GeoGebra for 3D printing preparations, it was also utilized for online students’ activities, while supporting theoretical background students gained in real classrooms. Since 3D printing technology in the classroom is at its beginnings, the presented observations are highlighting teaching new kinds of strategies supported by 3D printing. Keywords: 3D printing; Geogebra; mathematical and technological knowledge. 1 Introduction 3D printing creates objects from digital designs by overlapping thin layers of a particular substance in a precisely desired shape. Once a futuristic technology, 3D printing has become realistic, available, and affordable to use in different activities. This opens new opportunities to create various objects, from toys to medical implants. Numerous companies and manufacturers are finding different ways to use 3D technology in production. Its application ranges from tooling parts of objects to end-use products. Research and predictions show that the development of 3D printing will contribute to the quality of our lives (Candi & Beltagui, 2018). Danit Peleg (https:// danitpeleg.com/), the author of a 3D printing clothing collection expressed that we should forget shopping since we will be able to download our clothes. Also, the car factory Audi tool maker Hubert Waltl states that one of the aims of his company is to use 3D printed metal parts for regular car production (https://www.audi.com/en/career/ working-world/3d-printing.html). Besides the use in different industries, 3D printing is gradually finding its way into education and modeling. The final 3D printed object is representing a learning path where students travel from an abstract idea to a realistic, useful, and applicable product. In this paper, as a concept, we present our observations of the use of 3D printing in hybrid classroom environment trialed during the pandemic, where students have lessons in a hybrid format, both online and in person. The new educational settings that were established due to the pandemic, opened many possibilities for the different approaches in teaching mathematical content. In a short period of time there were many challenges, and we decided to observe the use of 3D printing in the hybrid classroom to take a clear picture of the benefits of this innovative approach. We have collected notes, students’ comments and results that were informative in constructing a clear picture of 3D printing applications for hybrid classrooms, where activities connected to 3D printing were helpful for students to transfer from theoretical to practical knowledge, as well from online to real classroom settings. Using 3D printing technology students had an opportunity to observe the products of their knowledge and work. 2 Aim of the study Following the research literature, we found the motivation to describe our experience and contribute this to the classroom practice. We considered that it would be helpful to the teachers to learn from our experience how to use 3D printing in the classroom. This paper presents initial ideas and resources and the basis for applying this tool in classrooms, and it can be a good starting point in researching the learning of mathematical concepts through 3D modeling. Our idea was to listen to the voice of students to observe if the application of 3D printing in learning mathematical concepts would be motivating and worth applying in classrooms. In this paper, we are describing the concept of the use of 3D printers in our *Corresponding author: Natalija Budinski, Petro Kuzmjak school, Ruski Krstur, Serbia, E-mail: nbudinski@yahoo.com Zsolt Lavicza, Johannes Kepler University, Linz, Austria Tony Houghton, University of Essex, United Kingdom Open Access. © 2022 Natalija Budinski, Zsolt Lavicza, Tony Houghton, published by De Gruyter. This work is licensed under the Creative Commons Attribution 4.0 International License.