Abstract:

The increasing interest in social humanoid robots in education has sparked an ongoing debate regarding their actual contribution to teaching and learning practices. This study is conducted within the framework of the RoboCOOP Erasmus+ project, a cross-national initiative involving several European countries, and explores teachers’ and professionals’ perspectives on the opportunities and challenges associated with the integration of social robots in educational settings, with a particular emphasis on practical implementation, perceived limitations, and contextual constraints.

The findings reveal a complex and nuanced perspective. On the one hand, participants acknowledge the potential of social robots to enrich classroom experiences by enhancing student engagement, supporting interactive and collaborative activities, and assisting teachers in routine or repetitive tasks. Robots are viewed as complementary tools that can contribute to more dynamic learning environments, foster motivation, and support diverse learners, including those with different educational needs. Additionally, their use is associated with promoting interest in digital technologies and encouraging innovative pedagogical approaches.

On the other hand, significant concerns emerge regarding their effective adoption in real educational contexts. A key issue identified is the gap between technological potential and classroom reality. Teachers express uncertainty about the pedagogical value of robots, particularly in relation to classroom management, maintaining student attention, and ensuring meaningful human-robot interaction. Furthermore, participants highlight structural barriers such as high implementation costs, insufficient technological infrastructure, and limited access to appropriate teaching materials. Ethical considerations and resistance to change also appear as relevant factors influencing acceptance.

The qualitative analysis further emphasizes that successful integration depends not only on technological availability but also on the broader educational ecosystem. Teachers underline the importance of targeted professional training, continuous technical support, and access to practical and user-friendly resources. Rather than requiring a complete transformation of curricula, participants suggest adapting robots to existing pedagogical frameworks while promoting interdisciplinary approaches that combine technological, pedagogical, and ethical dimensions.

In conclusion, the study indicates that social robots should be considered supportive educational tools whose effectiveness relies on contextual adaptation, teacher preparedness, and institutional commitment. Addressing these factors is essential to move from experimental use toward meaningful, scalable, and sustainable integration in educational practice.

Keywords:

Educational challenges, Technology integration, Social robotics, Teacher perceptions.