What happens when children are given a few screws, simple tools and the freedom to build a small machine with their own hands? According to Anne Marmann, director of our Wëssens-Atelier, something much bigger than a toy can emerge: confidence, curiosity and perhaps even a future vocation. Anne had the privilege of talking to an audience of professionals during the EUSEA 2026 Conference, that was held in Belval, at the University of Luxembourg, host of the event together with the FNR (Fonds National de la Recherche).
EUSEA is a network dedicated to public engagement in research, innovation and education. Bringing together experts and organizations from across the continent, the association works to strengthen the involvement of citizens, communities and policymakers in the creation and sharing of knowledge. Internationally connected and active in numerous European Commission-funded projects, EUSEA positions itself as a key bridge between science and society, promoting dialogue across disciplines ranging from the natural sciences to the arts and humanities.
Learning by doing
Speaking during a presentation on science education, Anne offered an insight into the philosophy behind the Wëssens-Atelier, the flagship educational initiative of our association. The project, whose name translates as “knowledge workshop”, has spent the last decade introducing children across Luxembourg to technology and engineering through practical, hands-on activities.
To set the tone, Anne began by passing small mechanical objects around the audience, inviting participants to explore them while she spoke. The gesture perfectly reflected the spirit of the Wëssens-Atelier itself: learning by doing. “We are clearly part of the ‘hands-on’ team when it comes to science education,” she explained with a smile.
The workshops are aimed primarily at children aged 8 to 12 — a deliberate choice, Anne noted. While younger children can also enjoy playful science activities, this age group has usually developed the fine motor skills needed to build more complex objects independently. Completing such a project, she said, creates a genuine sense of achievement. “They are old enough to manage the challenge, but not yet teenagers, who can sometimes be harder to motivate,” she joked.
The educational concept is simple but ambitious. Children assemble small machines step by step under guidance, learning basic technical gestures and discovering the satisfaction of creating something functional themselves. The project is not designed exclusively for children already passionate about robotics or engineering competitions. On the contrary, the Wëssens-Atelier deliberately reaches out to youngsters with little or no technical experience.
As many kids as possible
This inclusive approach is closely linked to another central objective of the initiative: reaching as many children as possible. From the very beginning, the founders of the Wëssens-Atelier wanted every child in Luxembourg to encounter the project at least once during primary school.
In a small country such as Luxembourg, this ambition is realistic — but it still requires considerable organisation. Initially, the association established several decentralized workshop locations across the country where school classes could visit. More recently, the project has taken another major step forward with the launch of a mobile workshop.
Financed through fundraising efforts, the “workshop on wheels” has been travelling throughout Luxembourg since December. Installed in a specially equipped truck, it can host up to 18 children at a time — roughly the size of a typical Luxembourg primary school class. The mobile structure allows the Wëssens-Atelier to bring science and engineering activities directly to schools and communities, including areas that may not easily access specialized educational infrastructure.
Building confidence
Anne Marmann also reflected on the pedagogical method used during the workshops. The teaching style, where instructors demonstrate one step and children reproduce it immediately afterwards, struck her at first as somewhat rigid. Over time, however, she came to understand the strength of the approach. For children who may lack confidence or technical familiarity, the carefully guided process ensures that everyone succeeds at the same pace. By the end of the session, each child leaves with a functioning object it built itself. “That is incredibly powerful for a child who started the session doubting itself,” she explained.
Beyond technical knowledge, the workshops therefore focus on developing basic manual skills and self-confidence. If the experience also awakens a deeper interest in science, technology or craftsmanship, so much the better. “Our mission is simple,” Anne concluded. “We want to give as many children as possible the basics they need, so that a spark can grow into a fire.”
About EUSEA 2026
EUSEA 2026 brought together 185 registered participants from 24 countries, including Turkey, Brazil, and the United States. Over 1.5 days, the conference featured 23 sessions and more than 150 contributors, with formats ranging from keynote lectures and interactive workshops to poster pitches and rapid-fire “Horizon Talks.” Keynote speakers included Mirko Bischofberger on “The AI Persuasion Paradox: Saving SciComm or Destroying Trust Forever?” and Laura Lindenfeld on “Strategic Science Communication as Institutional Leadership.” Sessions explored topics such as improvisation in public engagement, accessibility in science learning, and innovative formats for making science relevant to wider audiences.
