In a rapidly evolving technological landscape, higher education must equip students not only with technical skills but also with the ability to understand how emerging technologies create value in real-world contexts. Developing such competencies requires pedagogical approaches that combine hands-on experimentation with critical reflection and business model thinking. This paper presents an active learning experience designed to help students explore how 3D printing can support the development of innovative, service-based business models and contribute to sustainability goals—an approach commonly referred to as servitization.

The activity was integrated into courses offered in both the Industrial Engineering and Tourism Management programs. This interdisciplinary context enriched the learning process, as students brought diverse perspectives on the practical applications of 3D printing, from supply chain flexibility and product customization to personalized experiences and heritage-related services. The combination of technical and service-oriented mindsets fostered a broader and more realistic understanding of how 3D printing technologies can be used across sectors.

Students were first introduced to 3D printing technologies through a combination of theoretical instruction and practical exposure. They visited the university’s small-scale 3D printing lab, where they observed the printing process in action and discussed key considerations such as product design, material selection, cost implications, and implementation challenges. The sessions also highlighted sustainability issues, including the environmental impact of different filament types, energy use, and waste generation, encouraging students to critically assess the broader consequences of digital fabrication.

Central to this approach is the 3D Printing Canvas, a pedagogical tool specifically developed to support students in identifying and designing value-driven 3D printing projects. The paper presents the canvas structure, its key components, and the process through which it was used to connect technical exploration with strategic thinking. The canvas guided students in reflecting on how 3D printing enables service innovation through customization, local production, circular economy strategies, and product–service systems.

Rather than inventing hypothetical scenarios, students applied the canvas to real cases of 3D printing applications documented in the literature. This method helped bridge theory and practice, encouraging analytical reasoning and a value-focused mindset. Working individually and collaboratively, students also provided feedback on the tool itself, contributing to its ongoing refinement.

Students' reflections suggest that the activity enhanced their understanding of the relationship between technology, business innovation, and sustainability. The paper discusses the canvas design, its pedagogical application, observed learning outcomes, and implications for educators aiming to integrate digital fabrication, active learning, and value-based thinking in Higher Education.

Keywords: 3D Printing in education, Reflective practice, Sustainability, Education for sustainable development.