Abstract

The implementation of Reka Bentuk dan Teknologi (RBT) in Malaysian secondary schools has shifted traditional workshops towards technology-oriented learning environments. However, most existing workshops were designed for Kemahiran Hidup Bersepadu (KHB) and no longer adequately support the revised curriculum. This study identified teachers’ requirements for implementing effective RBT makerspaces and examined how these requirements were corroborated by experts in makerspace design and educational technology. A qualitative case study situated within the Penang Science Cluster (PSC) MakerLab context was conducted through semi-structured interviews with three RBT teachers and three experts. Data were analysed using hybrid deductive–inductive qualitative content analysis with the support of ATLAS.ti 8. Three interconnected requirements were identified: (i) contemporary technologies and facilities, (ii) an ideal learning environment, and (iii) sustainable utilisation through continued support and teacher development. These findings informed the proposed RBT Makerspace Establishment Framework, which translates teachers’ practical needs into design considerations refined through expert perspectives. The framework provides a context-specific basis for curriculum-aligned RBT makerspace establishment and offers practical considerations for schools, policymakers, and curriculum developers.