This paper presents an exploratory empirical study on the use of Figma as a digital maker and no-code environment for inclusive interface prototyping in educational contexts. Grounded in the principles of maker culture, Design Thinking, and Project-Based Learning, the study investigates how visual prototyping tools can foster digital authorship, creative autonomy, and perceptions of inclusive design among heterogeneous audiences. The research was conducted through three distinct hands-on workshops involving 72 participants from different academic backgrounds, including Advertising and Propaganda, Software Engineering, and Licentiate programs, as well as attendees of a scientific innovation event. Data were collected using a mixed-methods approach, combining Likert-scale questionnaires and qualitative analyses of open-ended responses and produced artifacts. Quantitative results indicate consistently high evaluations across dimensions such as clarity of activities, understanding of tools, creative stimulation, and intention of future use, while qualitative findings highlight themes related to creativity, autonomy, experimentation, and accessibility. The results suggest that Figma, when framed as a maker-oriented no-code environment, effectively reduces technical barriers, supports inclusive participation, and strengthens digital authorship through learningby-doing practices. This study contributes empirical evidence to the discussion on accessible design education and highlights the potential of maker-based approaches to democratize interface design for diverse educational audiences.