About Welsh Engineering Stories
Welsh Engineering Stories brought together engineers, heritage professionals, and young people in South Wales to explore how engineering shapes the region’s past, present, and future. Led by engineer and storyteller Dr Anna Ploszajski and comedian and geoscientist Dr Sarah Jones, the project used the power of storytelling to inspire Year 9 pupils and broaden participation in engineering, particularly among under-served communities.
The project recruited and trained 11 engineers from South Wales in storytelling techniques, equipping them to share their personal engineering journeys in an engaging, relatable way. These engineers visited three local secondary schools and delivered interactive storytelling sessions. Pupils were then supported to imagine and craft their own stories about a future in which they are engineers shaping their communities. The project culminated in an event at the National Waterfront Museum in Swansea, in which pupils heard three engineers’ career stories, a speaker about the heritage of engineering in South Wales, and took part in an engineering making activity. A total of 200 pupils were reached across the school visits and final event.
Despite facing challenges in recruitment and school coordination, the project exceeded its target for engaging pupils from areas of high deprivation. This was largely due to the adaptability of the delivery team and the commitment of the engineers. The storytelling training sessions were particularly successful, with strong engagement and positive feedback from participants.
Key outcomes
Key outcomes included increased awareness and interest in engineering among pupils, many of whom had little prior exposure to the subject. Teachers reported noticeable enthusiasm from students, particularly in response to the hands-on activities and direct interactions with engineers. The creative and participatory elements of the final exhibition event were especially impactful, offering pupils a platform to express their ideas and aspirations.
Among the lessons learned were the need to recruit engineers from a wider geographical area and to design more interactive, practical activities in school sessions. Feedback also highlighted the value of sustained engagement, with teachers expressing interest in ongoing partnerships with engineers. Future iterations of the project would benefit from streamlined school coordination and a clearer structure for long-term collaboration between engineers and schools.
Welsh Engineering Stories leaves a legacy of empowered young people, skilled engineers, and strengthened connections between STEM and the local community. It demonstrates the powerful role of storytelling in making engineering accessible, relevant, and inspiring to new audiences.
