Abstract:

The integration of social humanoid robots into educational contexts has gained increasing attention as a potential innovation to enhance teaching and learning processes. This study presents the results of a cross-national survey conducted within the RoboCOOP project, focusing on teachers’ and professionals’ perceptions regarding the impact of social robots on student learning, social interaction, teaching practices, required skills, and perceived advantages and limitations.

Findings indicate that social robots are generally perceived as valuable tools to improve students’ learning processes, increase motivation, and enhance overall learning efficiency. Respondents highlighted the potential of robots to support individualized learning, address learning difficulties, and reduce learning time. Moreover, social robots were seen as facilitators of classroom participation and interaction, contributing to students’ autonomy and helping overcome social barriers such as shyness. They were also associated with promoting inclusion, supporting lower-performing students, and fostering positive social relationships within the classroom.

Regarding teacher activities, results suggest that social robots can enhance the quality of educational services, increase the perceived value of lessons, and support teachers by saving time and reducing workload. However, these benefits are accompanied by important challenges. The study reveals that teachers generally report medium to low levels of technical and pedagogical skills required to effectively integrate robots into educational settings. Consequently, there is a strong demand for targeted training, technological support, and practical guidance.

In terms of advantages and disadvantages, participants recognized the motivational and pedagogical potential of social robots, while also expressing concerns about possible classroom disruption, increased workload, and limitations in classroom management. Perceptions vary across countries, suggesting that cultural and educational contexts play a significant role in the acceptance and implementation of this technology.

Overall, the results highlight that while social robots hold considerable promise for transforming education, their successful integration depends on adequate teacher training, institutional support, and the development of appropriate pedagogical frameworks.

Keywords:

Robotics, Learning, Education, Digital Skills.