Scrutinizing the role of advanced robotics in educational processes: A qualitative study

Abstract

The study aimed to evaluate the acumens of educationists concerning the benefits of robotics technology in education, motivation, challenges in executing robotics autonomy, and future suggestions. The study included 10 educationist specialists and utilized open-ended questions to collect perceptions of the subject. A current investigation produced subjects: security concerns, job substitution issues, customization, flexibility, educational inspiration, and administrative needs related to robotics innovation. The collected responses were lensed through the instructive systems, including the Technological Pedagogical Content Knowledge (TPACK) system, constructivist learning speculations, and the Frankfurt Triangle demonstrated to collect broad suggestions. This conduct found that robotics technology offers benefits such as information, common sense, inspiration, and engagement. Despite that, challenges such as innovation, sociocultural components, adaptability, security concerns, and versatility were recognized. Additionally, the study backed the idea that future progressions and administrative systems are pivotal for overcoming these challenges and improving part of robotics in education. The consideration emphasizes the need for versatile mechanical autonomy arrangements, integration with existing advances, and energetic administrative systems. Tending to work substitution concerns, security issues, and information security is fundamental to guarantee the secure use of mechanical technology in instruction. The research recommends that policymakers and teachers contribute to reasonable robotics technology units, accomplices with innovation suppliers, and funding for underserved educational institutions. Future robotics technology improvement should prioritize user-friendliness and consistent integration with existing innovations.