Abstract:

The rapid expansion of social robotics is opening new opportunities to support wellbeing, independence and social participation among older adults. At the same time, lifelong learning programs increasingly incorporate emerging technologies to promote digital literacy and active ageing. Understanding how older learners perceive social robots and how they imagine their potential applications is therefore important for designing educational experiences that connect technological innovation with the needs of ageing populations.

This study explores perceptions and expectations regarding social robotics among adult learners enrolled in a University of the Third Age program at a European university. Participants attended a face‑to‑face course introducing key concepts and applications of social robotics. This educational context offers a valuable opportunity to analyze how older adults approach robotics not only as potential users but also as learners capable of reflecting on future technological solutions.

A mixed-method approach was adopted, combining quantitative and qualitative data. In the first phase, an anonymous survey (n=66 participants) assessed initial perceptions of social robotics among adults over 50 using a 0–10 scale across socioaffective, well-being, healthcare, and social domains. Overall, 62% of responses were positive (7–10), 30% neutral (4–6), and 8% negative (0–3). By domain, well-being and healthcare showed the highest acceptance (75% and 68.7%), followed by social (63.3%), while socio-affective uses were lowest (44.4% positive, 41.1% neutral, 14.5% negative).

In the second phase, 47 participants developed 18 projects designing robots to address human needs. These projects were analyzed through thematic coding, involving the systematic identification, coding, and grouping of recurring themes across predefined categories (e.g., functions, roles, interaction, design, ethics, and technology) to detect common patterns and shared concepts.

Results show generally positive attitudes, particularly toward well-being and healthcare applications, while socio-affective uses generate more uncertainty. The most valued functions include reminders, workload reduction, entertainment, and quality-of-life improvement, whereas emotional interaction and social substitution were less accepted. Overall, participants view social robots as useful for enhancing autonomy and safety but prefer them as complements rather than replacements for human relationships.

Keywords:

Social robotics, lifelong learning, older adult education, technology perception, participatory design.