The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends

Marcelino Sendarrubias Hipólito; Miriam Agreda-Montoro; Javier Rodríguez-Moreno; Ana María Ortiz-Colón

doi:10.30935/cedtech/18600

Marcelino Sendarrubias Hipólito ¹ ^* , Miriam Agreda-Montoro ¹, Javier Rodríguez-Moreno ¹, Ana María Ortiz-Colón ¹

More Detail

CONT ED TECHNOLOGY, Volume 18, Issue 2, Article No: ep660

https://doi.org/10.30935/cedtech/18600

Submitted: 27 January 2026, Published Online: 25 May 2026

OPEN ACCESS 96 Views 29 Downloads

Download Full Text (PDF)

Abstract

This systematic review examines the simultaneous integration of artificial intelligence, educational robotics and computational thinking in formal education environments. In a global situation marked by digital transformation, it was found that little research has been carried out into these three key areas taken as a whole. The methodology employed followed the PRISMA guidelines, with searches being conducted in Web of Science, Scopus, and Semantic Scholar for works published between 2018 and 2025. After applying strict inclusion and exclusion criteria, 16 empirical studies were analyzed. The results indicate an exponential increase in recent studies employing active methodologies like project-based learning, the STEAM approach and cooperative learning. The interventions analyzed produced significant improvements in cognitive competencies, motivation and collaboration skills. Three thematic clusters were identified—emerging technologies, education designs, and syllabus strategies. Authors highlighted benefits such as the personalization of learning, the development of 21^st century competencies and preparation for entry into the labor market, while also describing challenges associated with teacher training, technological infrastructure and digital equality. This review helps consolidate an emerging field of study, demonstrating the need for more in-depth future research into the joint implementation of such innovations in teaching contexts.

Keywords: artificial intelligence, educational robotics, computational thinking, digital competence, systematic review

References

Andrade, E. L. M. (2023). Aplicación de la inteligencia artificial en la educación superior [Application of artificial intelligence in higher education]. DOCERE, 29, Article 29. https://doi.org/10.33064/2023docere295075
Aria, M., & Cuccurullo, C. (2017). Bibliometrix: An R-tool for comprehensive science mapping analysis. Journal of Informetrics, 11(4), 959-975. https://doi.org/10.1016/j.joi.2017.08.007
Barrera-Pacheco, J. A. (2023). La robótica educativa como estrategia didáctica [Educational robotics as a teaching strategy]. Vida Científica Boletín Científico de la Escuela Preparatoria No. 4. 11(22), 15-17. https://doi.org/10.29057/prepa4.v11i22.11013
Blas Padilla, D., & Jaén Martínez, A. (2018). Experiencia didáctica con Arduino: El aprendizaje basado en proyectos como metodología de trabajo en el aula de secundaria [Educational experience with Arduino: Project-based learning as a working methodology in the secondary school classroom]. Hekademos: Revista Educativa Digital, 25, 73-82. https://dialnet.unirioja.es/servlet/articulo?codigo=6789674
Carrillo, J. J. M., Solórzano, L. E. Z., Muñoz, R. A. V., & Franco, F. X. P. (2024). Alfabetización tecnológica: Retos para una población competitiva y productive [Technological literacy: Challenges for a competitive and productive population]. Maestro y Sociedad. https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/6418
España Digital 2026. (2021). Programa Código escuela 4.0 [School code 4.0 program]. España Digital. https://bit.ly/4dvZMwv
Ferrari, L., Macauda, A., Soriani, A., & Russo, V. (2020). Educational robotics and artificial intelligence education: What priorities for schools? Form@re–Open Journal per la Formazione in Rete, 20(3), 68-85. https://doi.org/10.13128/form-10038
Gamito, R., Aristizabal, P., Basasoro, M., & León, I. (2022). El desarrollo del pensamiento computacional en educación: Valoración basada en una experiencia con Scratch [The development of computational thinking in education: An assessment based on an experience with Scratch]. Innoeduca. International Journal of Technology and Educational Innovation, 8(1), 59-74. https://doi.org/10.24310/innoeduca.2022.v8i1.12093
García-Beltrán, E. (2026). No es magia, es prompting: El diseño de prompts como competencia emergente en la formación docente. Un estudio desde el modelo CRETA+ R [It’s not magic, it’s prompting: Designing prompts as an emerging competency in teacher training. A study based on the CRETA+R model]. Pixel-Bit: Revista de Medios y Educación, 75, Article 6. https://doi.org/10.12795/pixelbit.115487
Gaur, A., & Kalita, K. (2024). Impact of enhanced learning approaches on STEM-focused education for school children in assam, India. In Proceedings of the 2024 IEEE International Conference on Teaching, Assessment and Learning for Engineering (pp. 1-8). IEEE. https://doi.org/10.1109/TALE62452.2024.10834323
Gisbert Caudeli, V., & Vela González, M. (2024). Inteligencia artificial en el aula de música: Experiencia y percepción del profesorado especialista en educación secundaria [Artificial intelligence in the music classroom: Experiences and perceptions of specialist secondary school teachers]. Educatio Siglo XXI, 42(3), 97-114. https://doi.org/10.6018/educatio.623181
González Gallego, S., Santana Coll, A., Varea Carballo, R., Alcalde Rodríguez, A., García Rodríguez, O., Pérez Hernández, H., Rosales Rodríguez, C. B., Bacallado Marrero, M. Á., López Navarro, R., Garriga i Cabo, C., Pérez Salazar, M. L., Padrón Álvarez, J. R., Álamo Rosales, J., Zapatera Llinares, A., & Quevedo Gutiérrez, E. G. (2022). Lanzamiento de proyecto de centro de pensamiento computacional en educación secundaria: Lecciones aprendidas y planificación futura partiendo del Real Decreto de enseñanzas mínimas de la LOMLOE [Launch of a project for a computational thinking center in secondary education: Lessons learned and future planning based on the Royal Decree on minimum educational standards of the LOMLOE]. FPIEM: Formación del Profesorado e Investigación en Educación Matemática, 14, 137-171. https://dialnet.unirioja.es/servlet/articulo?codigo=8842647
González-Fernández, M. O., González-Flores, Y. A., & Muñoz-López, C. (2021). Panorama de la robótica educativa a favor del aprendizaje STEAM [Overview of educational robotics in support of STEAM learning]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 18(2), Article 2301. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2021.v18.i2.2301
Greenacre, M. (2017). Correspondence analysis in practice (3rd ed.). Chapman and Hall/CRC. https://doi.org/10.1201/9781315369983
Guerreiro-Santalla, S. (2023). Desarrollo de un plan de estudios de inteligencia artificial para la educación preuniversitaria en Europa [Development of an artificial intelligence curriculum for pre-university education in Europe] [Doctoral thesis, Universidade da Coruña]. http://hdl.handle.net/2183/34544
Henze, J., Schatz, C., Malik, S., & Bresges, A. (2022). How might we raise interest in robotics, coding, artificial intelligence, steam and sustainable development in university and on-the-job teacher training? Frontiers in Education, 7. Article 872637. https://doi.org/10.3389/feduc.2022.872637
Hsu, T.-C., & Chen, M.-S. (2022). The engagement of students when learning to use a personal audio classifier to control robot cars in a computational thinking board game. Research and Practice in Technology Enhanced Learning, 17, Article 27. https://doi.org/10.1186/s41039-022-00202-1
Hsu, T.-C., Abelson, H., Lao, N., Tseng, Y.-H., & Lin, Y.-T. (2021). Behavioral-pattern exploration and development of an instructional tool for young children to learn AI. Computers and Education: Artificial Intelligence, 2, Article 100012. https://doi.org/10.1016/j.caeai.2021.100012
Hsu, T.-C., Hsu, T.-P., & Lin, Y.-T. (2023). The artificial intelligence learning anxiety and self-efficacy of in-service teachers taking AI training courses. In Proceedings of the 2023 International Conference on Artificial Intelligence and Education (pp. 97-101). https://doi.org/10.1109/ICAIE56796.2023.00034
Jiménez, Ó. G. (2022). Robótica y LOMLOE: Revisión sistemática de la robótica como herramienta inclusiva [Robotics and LOMLOE: A systematic review of robotics as an inclusive tool]. HUMAN REVIEW. International Humanities Review/Revista Internacional de Humanidades, 13(1), Article 1. https://dialnet.unirioja.es/servlet/articulo?codigo=8839690
Lazarin, N. M., Pantoja, C. E., & Viterbo, J. (2023). Towards a toolkit for teaching AI supported by robotic-agents: Proposal and first impressions. In Proceedings of the Workshop Sobre Educação em Computação (pp. 20-29). https://doi.org/10.5753/wei.2023.229753
Lescano-Veloz, A. L., Amaiquema-Gil, S. B., Reigosa-Lara, A., & Tobar-Farias, G. W. (2024). Integración de tecnologías digitales emergentes para mejorar el proceso de enseñanza-aprendizaje en la asignatura de robótica en la formación tecnológica [Integration of emerging digital technologies to improve the teaching-learning process in the subject of robotics in technological training]. MQRInvestigar, 8(4), 247-274. https://doi.org/10.56048/MQR20225.8.4.2024.247-274
Lin, Y.-S., Chen, S.-Y., Tsai, C.-W., & Lai, Y.-H. (2021). Exploring computational thinking skills training through augmented reality and AIoT learning. Frontiers in Psychology, 12. Article 640115. https://doi.org/10.3389/fpsyg.2021.640115
López Belmonte, J., Pozo Sánchez, S., Vicente Bújez, M. R., & Díaz Mohedo, M. T. (2019). Herramientas robóticas para la dinamización de nuevos espacios educativos [Robotic tools for the revitalization of new educational spaces]. Campus Virtuales, 8(1), 63-73. https://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/392
Lu, W.-Y., & Fan, S.-C. (2023). Developing a weather prediction project-based machine learning course in facilitating AI learning among high school students. Computers and Education: Artificial Intelligence, 5, Article 100154. https://doi.org/10.1016/j.caeai.2023.100154
Mamatnabiyev, Z., Chronis, C., Varlamis, I., Himeur, Y., & Zhaparov, M. (2024). A holistic approach to use educational robots for supporting computer science courses. Computers, 13(4), Article 4. https://doi.org/10.3390/computers13040102
Marín-Juarros, V. I. (2022). La revisión sistemática en la investigación en tecnología educativa: Observaciones y consejos [Systematic reviews in educational technology research: Observations and advice]. Revista Interuniversitaria de Investigación en Tecnología Educativa, 13, 62-79. https://doi.org/10.6018/riite.533231
Molina-Ayuso, Á. (2022). Contribución del pensamiento computacional con Scratch al proceso de enseñanza y aprendizaje de las matemáticas [Contribution of computational thinking with Scratch to the teaching and learning process of mathematics] [PhD thesis, Universidad de Córdoba]. http://hdl.handle.net/10396/24462
Mora, F. F. B. (2024). Inteligencia artificial en la educación: Simplificación de los procesos de aprendizaje [Artificial intelligence in education: Simplifying learning processes]. Ciencia Latina Revista Científica Multidisciplinar, 8(4), 12700-12709. https://doi.org/10.37811/cl_rcm.v8i4.13468
Naya-Varela, M., Guerreiro-Santalla, S., Baamonde, T., & Bellas, F. (2023). Robobo SmartCity: An autonomous driving model for computational intelligence learning through educational robotics. IEEE Transactions On Learning Technologies, 16(4), 543-559. https://doi.org/10.1109/TLT.2023.3244604
Pacha Chipantiza, N. E., Barba Palma, H. M., Sevilla Morocho, L. E., Pacha Chipantiza, N. E., Barba Palma, H. M., & Sevilla Morocho, L. E. (2024). Análisis sistemático de integración de inteligencia artificial en el aprendizaje de la robótica en la educación secundaria [Systematic analysis of the integration of artificial intelligence in robotics learning in secondary education]. Universidad, Ciencia y Tecnología, 28(123), 111-121. https://doi.org/10.47460/uct.v28i123.811
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), Article 89. https://doi.org/10.1186/s13643-021-01626-4
Parra, J. R. (2021). Robótica para la inclusión educativa: Una revisión sistemática [Robotics for educational inclusion: A systematic review]. RiiTE Revista Interuniversitaria de investigación en Tecnología Educativa, 11, 150-171. https://doi.org/10.6018/riite.492211
Parra-Taboada, M. E., Trujillo-Arteaga, J. C., Álvarez-Abad, D. R., Arias-Domínguez, A. S., & Santillán-Gordón, E. (2024). El impacto de la inteligencia artificial en la educación [The impact of artificial intelligence on education]. Revista Científica Retos de la Ciencia, 1(4), 169-181. https://doi.org/10.53877/rc.8.19e.202409.14
Ponticorvo, M., & Dell’Aquila, E. (2024). Robots at schools: Telerobotics, coding and teaching embodied artificial intelligence. In Proceedings of the 2024 9^th International Conference on Information and Education Innovations (pp. 1-6). https://doi.org/10.1145/3664934.3664940
Quiroz-Vallejo, D. A., Carmona-Mesa, J. A., Castrillón-Yepes, A., & Villa-Ochoa, J. A. (2021). Integración del pensamiento computacional en la educación primaria y secundaria en Latinoamérica: Una revisión sistemática de literatura [Integration of computational thinking in primary and secondary education in Latin America: A systematic literature review]. Revista de Educación a Distancia, 21(68), Article 7. https://doi.org/10.6018/red.485321
Sáez López, J. M., & Buceta Otero, R. (2023). El robot M bot para el aprendizaje de coordenadas Cartesianas en educación secundaria [The M bot robot for learning Cartesian coordinates in secondary education]. Pixel-Bit: Revista de Medios y Educación, (66), 271-301. https://doi.org/10.12795/pixelbit.95617
Şahín Kölemen, C. (2024). Artificial intelligence technologies and ethics in educational processes: Suggested solutions and results. Innoeduca. International Journal of Technology and Educational Innovation, 10(2), 201-216. https://doi.org/10.24310/ijtei.102.2024.19806
Sánchez, T. S., Sánchez, J. L. S., & Acosta, F. R. (2020). Influencia de la robótica educativa en la motivación y el trabajo cooperativo en educación primaria: Un estudio de caso [Influence of educational robotics on motivation and cooperative work in primary education: A case study]. Innoeduca. International Journal of Technology and Educational Innovation, 6(2), 141-152. https://doi.org/10.24310/innoeduca.2020.v6i2.6779
Sanusi, I. T., Martin, F., Ma, R., Gonzales, J. E., Mahipal, V., Oyelere, S. S., Suhonen, J., & Tukiainen, M. (2024). AI MyData: Fostering middle school students’ engagement with machine learning through an ethics-infused AI curriculum. ACM Transactions on Computing Education, 24(4), Article 55. https://doi.org/10.1145/3702242
Singh, S., Singh, P., & Kaur, V. (2025). Understanding ChatGPT adoption among higher education students in Punjab, India: An application of the UTAUT2 model. Innoeduca. International Journal of Technology and Educational Innovation, 11(1), 5-28. https://doi.org/10.24310/ijtei.111.2025.20219
Su, J., Yang, W., Yim, I. H. Y., Li, H., & Hu, X. (2024). Early artificial intelligence education: Effects of cooperative play and direct instruction on kindergarteners’ computational thinking, sequencing, self-regulation and theory of mind skills. Journal of Computer Assisted Learning, 40(6), 2917-2925. https://doi.org/10.1111/jcal.13040
Trejo-Quintana, J. (2023). Más preguntas que respuestas: La inteligencia artificial y la educación [More questions than answers: Artificial intelligence and education]. Perfiles Educativos, 45(Special), 43-55. https://doi.org/10.22201/iisue.24486167e.2023.Especial.61690
Trejo-Trejo, G. A., & Gordillo-Espinoza, E. (2026). Validación de un instrumento para medir el uso académico de la IAGen en estudiantes universitarios [Validation of an instrument to measure the academic use of IAGen in university students]. Pixel-Bit: Revista de Medios y Educación, 75, Article 7. https://doi.org/10.12795/pixelbit.117960
Trijueque, S. G., & Marañón, C. O. (2022). La Cuarta Revolución Industrial: Transformación digital como nuevo paradigma [The Fourth Industrial Revolution: Digital transformation as a new paradigm]. Signo y Pensamiento, 41. https://doi.org/10.11144/Javeriana.syp41.crit
Vera, M. D. M. S. (2019). Computational thinking in educational environments: An approach from educational technology. Research in Education and Learning Innovation Archives, 23, 24-39. https://doi.org/10.7203/realia.23.15635
Vera, M. D. M. S. (2024). La inteligencia artificial como recurso docente: Usos y posibilidades para el profesorado [Artificial intelligence as a teaching resource: Uses and possibilities for teachers]. EDUCAR, 60(1), 33-47. https://doi.org/10.5565/rev/educar.1810
Williams, R., Park, H. W., Oh, L., & Breazeal, C. (2019). PopBots: Designing an artificial intelligence curriculum for early childhood education. Proceedings of the AAAI Conference on Artificial Intelligence, 33(1), 9729-9736. https://doi.org/10.1609/aaai.v33i01.33019729
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. https://doi.org/10.1145/1118178.1118215
Zapata-Ros, M. (2015). Pensamiento computacional: Una nueva alfabetización digital [Computational thinking: A new digital literacy]. Revista de Educación a Distancia, 46. https://dialnet.unirioja.es/servlet/articulo?codigo=5284113

Citation

Sendarrubias Hipólito, M., Agreda-Montoro, M., Rodríguez-Moreno, J., & Ortiz-Colón, A. M. (2026). The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends. Contemporary Educational Technology, 18(2), Article ep660. https://doi.org/10.30935/cedtech/18600

Sendarrubias Hipólito, M., Agreda-Montoro, M., Rodríguez-Moreno, J., and Ortiz-Colón, A. M. (2026). The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends. Contemporary Educational Technology, 18(2), ep660. https://doi.org/10.30935/cedtech/18600

Sendarrubias Hipólito M, Agreda-Montoro M, Rodríguez-Moreno J, Ortiz-Colón AM. The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends. CONT ED TECHNOLOGY. 2026;18(2), ep660. https://doi.org/10.30935/cedtech/18600

Sendarrubias Hipólito, Marcelino, Miriam Agreda-Montoro, Javier Rodríguez-Moreno, and Ana María Ortiz-Colón. "The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends". Contemporary Educational Technology 2026 18 no. 2 (2026): ep660. https://doi.org/10.30935/cedtech/18600

Sendarrubias Hipólito, Marcelino et al. "The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends". Contemporary Educational Technology, vol. 18, no. 2, 2026, ep660. https://doi.org/10.30935/cedtech/18600

Sendarrubias Hipólito M, Agreda-Montoro M, Rodríguez-Moreno J, Ortiz-Colón AM. The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends. CONT ED TECHNOLOGY. 2026;18(2):ep660. https://doi.org/10.30935/cedtech/18600