Educational Robotics and Computational Thinking: Influence of Sociodemographic Variables on Teachers’ Perceptions

García-Fuentes, Olalla; Raposo-Rivas, Manuela; Mesquita, Cristina; Gonçalves, Vítor

Publication

Educational Robotics and Computational Thinking: Influence of Sociodemographic Variables on Teachers’ Perceptions

2025Journal article

datacite.subject.fos	Ciências Sociais::Ciências da Educação
datacite.subject.sdg	04:Educação de Qualidade
dc.contributor.author	García-Fuentes, Olalla
dc.contributor.author	Raposo-Rivas, Manuela
dc.contributor.author	Mesquita, Cristina
dc.contributor.author	Gonçalves, Vítor
dc.date.accessioned	2026-01-09T16:50:49Z
dc.date.available	2026-01-09T16:50:49Z
dc.date.issued	2025
dc.description.abstract	The integration of educational robotics and computational thinking into teaching is a growing trend that presents challenges and opportunities for teacher training. Grounded in theoretical perspectives that position educational robotics as a central element for the development of computational thinking, the STEAM approach, and consequently digital teaching competence, this study aims to analyze the perceptions of teachers who teach children aged 3 to 12 years regarding the use of these pedagogical tools. A quantitative approach with a descriptive-comparative design was used, collecting information through a questionnaire and considering variables such as gender, age, and educational stage. We employed a sample of 216 active teachers. The results indicate that teachers' perceptions are predominantly positive, highlighting the potential of robotics to foster logical thinking, creativity, and problem-solving skills. However, significant barriers were identified, including the lack of specific training and resistance to methodological change. Additionally, no significant differences were observed in perception based on gender or educational stage, but differences were found depending on the frequency of robotics use in the classroom. The study concludes that reinforcing teacher training in this area and promoting its integration is necessary as an effective strategy for developing STEAM competencies in students.	eng
dc.description.sponsorship	This research was funded by the Postdoctoral Support Program of the Xunta de Galicia, grant number ED481B_088, Department of Culture, Education, Vocational Training and Universities (Consellería de Cultura, Educación, Formación Profesional e Universidades da Xunta de Galicia).
dc.identifier.citation	Garcia-Fuentes, Olalla; Raposo-Rivas, Manuela; Mesquita, Cristina; Gonçalves, Vitor. (2025). Educational Robotics and Computational Thinking: Influence of Sociodemographic Variables on Teachers' Perceptions. Social Sciences-Basel. ISSN 2076-0760. 14:12, p. 1-20
dc.identifier.doi	10.3390/socsci14120688
dc.identifier.issn	2076-0760
dc.identifier.uri	http://hdl.handle.net/10198/35438
dc.language.iso	eng
dc.peerreviewed	yes
dc.publisher	MDPI
dc.relation.ispartof	Social Sciences
dc.rights.uri	http://creativecommons.org/licenses/by-nc/4.0/
dc.subject	Educational robotics
dc.subject	Computational thinking
dc.subject	Teacher training
dc.subject	Educational innovation
dc.subject	STEAM
dc.title	Educational Robotics and Computational Thinking: Influence of Sociodemographic Variables on Teachers’ Perceptions	eng
dc.type	journal article
dspace.entity.type	Publication
oaire.citation.endPage	20
oaire.citation.issue	12
oaire.citation.startPage	1
oaire.citation.title	Social Sciences-Basel
oaire.citation.volume	14
oaire.version	http://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyName	Mesquita
person.familyName	Gonçalves
person.givenName	Cristina
person.givenName	Vítor
person.identifier	K-3931-2017
person.identifier.ciencia-id	281C-3FE6-83CA
person.identifier.ciencia-id	A310-FFD6-55A1
person.identifier.orcid	0000-0002-4992-8614
person.identifier.orcid	0000-0002-0645-6776
person.identifier.scopus-author-id	56203897400
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