Pre‐Service and In‐Service Teachers' Attitudes, Self‐Efficacy and Openness to Educational Robotics
Bibliographic Data
| ID | 21446038 |
|---|---|
| Authors | Liliana Mâță (0000-0001-9293-3286, Vasile Alecsandri, University of Bacău Bacău Romania), Katerina Tzafilkou (0000-0003-4092-6492, University of Macedonia Thessaloniki Greece, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 4 |
| Publication date | 2025-12-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70357 |
| OpenAlex | W4416201555 |
| Language | EN |
| References cited | 54 |
Educational robotics is known for its effects on learners' engagement and academic achievement. Few studies have examined the teacher's attitude towards the implementation of ER in teaching practice. The main goal of this study is to examine the teachers' attitudes, self‐efficacy and openness towards incorporating educational robotics into their teaching practices. The study also seeks to identify potential correlations between these constructs and to examine any differences based on individual and other characteristics. In order to accomplish this, 307 in‐service and pre‐service teachers completed three distinct scales measuring attitude, self‐efficacy and openness. In general, teachers conveyed a positive attitude and openness towards educational robotics, while demonstrating moderate levels of self‐efficacy. The results revealed strong associations among the measured constructs. Statistically significant variations emerged with respect to age and service status, wherein younger and pre‐service teachers exhibited higher self‐efficacy levels compared with older and in‐service teachers. Teachers with familiarity and knowledge of educational robotics exhibited more positive attitudes towards educational robotics, as well as higher levels of self‐efficacy and openness. Likewise, teachers who expressed interest in participating in future educational robotics courses displayed more positive attitudes. The outcomes underscore the necessity for specialised teacher training programmes oriented towards educational robotics, with the aim of fostering self‐efficacy and cultivating a more positive attitude towards the incorporation of educational robotics into teaching and learning pedagogies. The limitations and practical implications of the findings are discussed in the article
Educational robotics · Higher education · Openness to experience · Order (exchange) · Positive attitude · Robotics · Robotic Process Automation Applications · Social Robot Interaction and HRI · Teaching and Learning Programming
From Cognitive Modeling to Self-Regulation
Consistent and asymptotically normal PLS estimators for linear structural equations
Correlation Analysis of the University Teachers’ Computer Self-Efficacy in Teaching and Research in Punjab (Pakistan)
Technological Pedagogical Content Knowledge
Mapping the interconnections
How to support teachers to carry out educational robotics activities in school? The case of Roteco, the Swiss robotic teacher community
Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study
Attitudes towards the Use of Educational Robotics
Teachers’ perceptions of the potential use of educational robotics in management education
Multivariate analysis of teachers’ digital information skills - The importance of available resources
Design and Impact of a Teacher Training Course, and Attitude Change Concerning Educational Robotics
Intelligent robots and rural children
Barriers to the adoption of new technologies in rural areas
Self-efficacy and acceptance of robots
Play-based strategies and using robot technologies across the curriculum
| Highly cited | No |
|---|