In a rapidly evolving world driven by technology and innovation, how do we prepare the next generation of problem solvers, creators, and innovators? At Drone City, we believe the answer lies in an innovative blend of STEM, careers, and the arts. Our hands-on activities, real-world problem-solving, storytelling, and inspirational talks serve as the foundation of a transformative educational experience. Backed by research, our model aims to cultivate curiosity, compassion, career readiness, preparing young people for the challenges and opportunities of tomorrow.

Bridging Education and Careers: The Droneworxx Pipeline

One of the key components of Drone City’s mission is our Droneworxx training and recruitment program, which bridges the gap between schools and industry, guiding students from education into meaningful careers in the aerospace and drone sectors. Through Droneworxx, students ages 15-21 gain valuable workplace preparedness skills, ensuring that their education translates into tangible career opportunities. As drone technology is expected to contribute £42 billion to the UK economy by 2030, with over 628,000 new jobs created in the sector (PwC, 2020), our career pipeline is designed to equip students with the skills they need to thrive in this growing field (World Economic Forum, 2022; PwC, 2020).

Career-Related Learning (CRL) is at the core of this effort. Research highlights that the most successful STEM professionals often had early exposure to career-related learning between ages 5-8, making this a pivotal time to shape future aspirations (Kashefpakdel et al., 2018). By starting early, we ensure that students not only excel academically but also have a clear path toward future careers. Droneworxx extends this pathway by offering workplace training in collaboration with industry partners, providing students with hands-on experience in fields like coding, engineering, and drone piloting (Skorikov & Vondracek, 2011).

The Four Pillars of Our Innovative Education

1. Hands-On Team Building Activities

Research shows that collaboration and teamwork are among the most critical skills for the future workforce, as emphasised by the World Economic Forum in its 2023 Future of Jobs Report (World Economic Forum, 2023). Employers increasingly seek individuals who not only excel technically but also thrive in collaborative environments. In our workshops, we challenge students with questions like, “Who would you rather hire at your company: The best software engineer who doesn’t work well with others or a great engineer who helps bring out the best in everyone?”

Our hands-on activities foster these essential skills, with a particular focus on SEND learners. Studies show that practical, team-based tasks not only boost engagement but also help develop self-confidence and interpersonal skills, laying the groundwork for success in both school and future careers (Hattie, 2009).

2. Real-World Applications: Problem-Solution Based Learning

In Drone City’s workshops, students are immersed in real-world challenges. Instead of asking students to solve isolated math problems, we tell them about a pioneering company that is using drones to delivery emergency medical supplies between hospitals. We then have them create a flight geography, and flight path, and finally a code for the drone to travel autonomously from Hospital A to Hospital B. This problem-solving approach is a powerful tool for engaging SEND learners, who often need to see the purpose behind their work to stay motivated. The connection between classroom learning and real-world application helps students envision themselves in careers they might otherwise dismiss as being beyond their capabilities (Dweck, 2006).

By focusing on the real-world applications of drone technology, such as firefighting, reforestation, and medical deliveries, students understand the broader societal impact of their skills. Research suggests that this purpose-driven education can dramatically improve academic outcomes, raising SATS and GCSE scores for students who are typically disengaged (Kashefpakdel et al., 2018).

3. Storytelling: Connecting Innovation with Imagination

At Drone City, we believe in the power of storytelling to ignite students’ imaginations. Each of our activities is paired with a story from the Drone City universe, where drone characters tackle real-world challenges. This fictional world helps students visualise a positive technological future where they play a part in shaping a better society (Bruner, 1990).

Our upcoming Dream Team Series also brings real-world pioneers in aerospace into the classroom through video interviews that are made to be relatable to children. These inspirational stories show students that STEM careers are accessible to them, regardless of their background. 

Our storytelling fosters two key ingredients for innovation—curiosity and imagination—which, according to research, are crucial in early childhood but often diminish before adolescence (Engel, 2015). We aim to nurture these traits to ensure students retain their creative problem-solving abilities throughout their education (Heckman, 2006).

4. Inspirational Talks: Empowering Self-Belief and Hope

Our workshops conclude with an inspirational talk designed to uplift and motivate students. In an era where young people face challenges like the climate crisis, cost of living crisis, and social disparities, fostering hope and self-belief is more important than ever. Our educators share their personal stories of overcoming obstacles and emphasise that each student has the potential to make a difference. This message is especially powerful for SEND students and those from disadvantaged backgrounds, who often struggle to see a place for themselves in STEM fields (Durlak et al., 2011).

Early Education: Protecting Curiosity for Future Innovation

Research shows that curiosity is most abundant in early childhood but tends to wane before adolescence. Our approach aims to protect and nurture that curiosity through innovative, hands-on learning. By starting early, at the crucial ages of 5-8, we ensure that students are equipped with both the academic and emotional skills necessary for future success (Heckman, 2008).