Robots4Inclusion

Educational robotics to
support inclusive education
in primary schools

Project no.: 2023-1-DE01-KA220-HED-0000154146
Cooperation partnership in higher education – KA220-HED

The term “educational robotics” refers to a field of study that aims to improve student’s learning experiences through the creation and implementation of activities, technologies, and artifacts related to robots” (Angel-Fernandez and Vincze, 2018)

   

Robots4Inclusion

Educational robotics to
support inclusive education
in primary schools

Project no.: 2023-1-DE01-KA220-HED-0000154146
Cooperation partnership in higher education – KA220-HED

The term “educational robotics” refers to a field of study that aims to improve student’s learning experiences through the creation and implementation of activities, technologies, and artifacts related to robots” (Angel-Fernandez and Vincze, 2018)

   

Robot, Teacher and Kids

Poster Educational Robotics to Support Inclusive Education

Poster Educational Robotics to Support Inclusive Education

Empowering Inclusive Education: Introducing Robots4Inclusion

Welcome to Robots4Inclusion, a pioneering initiative dedicated to fostering inclusive education in primary schools through the innovative use of educational robotics. Coordinated by the University of Duisburg-Essen, our project brings together a consortium of leading institutions across Europe, including Finland, Ireland, Lithuania, Spain, and Turkey.

At Robots4Inclusion, we firmly believe that every child deserves equal opportunities to thrive in their educational journey. Our mission is to support the inclusion and diversity of primary education, empowering students to develop essential digital, informatics, and technical skills crucial for navigating today’s digital landscape.

Empowering Inclusive Education: Introducing Robots4Inclusion

Welcome to Robots4Inclusion, a pioneering initiative dedicated to fostering inclusive education in primary schools through the innovative use of educational robotics. Coordinated by the University of Duisburg-Essen, our project brings together a consortium of leading institutions across Europe, including Finland, Ireland, Lithuania, Spain, and Turkey.

At Robots4Inclusion, we firmly believe that every child deserves equal opportunities to thrive in their educational journey. Our mission is to support the inclusion and diversity of primary education, empowering students to develop essential digital, informatics, and technical skills crucial for navigating today’s digital landscape.

Project goals

Our primary aim is to champion inclusive education, fostering a supportive environment where every student feels a sense of belonging and participation. Through the innovative integration of educational robotics, we seek to equip students with essential digital skills while nurturing a passion for science, technology, and engineering. Our ultimate goal is to pave the way for a more inclusive and equitable education system, where every child can thrive and succeed.

Support the inclusion and diversity of primary education

in order to strengthen social participation and a sense of belonging.

Learning digital, informatics, and
technical

skills to master digital transformation.

Promoting interest and competence

in science, technology, engineering.

Using educational robots

to reach previous objectives

Development

of an inclusive e-learning platform.

Our project supports
the following SDGs

Developed products

(1) Training of teachers and trainers

1. Training on how to use and handle the inclusive educational robot developed.
2. Training on social emotional and inclusive settings

(2) Curriculum for training courses in the form of Open Educational Resources (OER) in the thematic areas:

1. social-emotional learning,
2. Socio-technical learning,
3. Cohesive inclusion

(3) Socio-technical and inclusive e-learning platform (OER with digitally integrated inclusive workshop).

(4) Intervention Outcome Study;

Investigation of the impact in the areas:
1. Sense of belonging / social participation
2. Self-efficacy expectation:
    • Social-emotional competence
    • Technical interest

" I love working with the robots and learning about technology while having fun."

Laura Jäger
Student

Theoretical background

1.

Children with SEN are less likely to be nominated
as best friends. (Kessels et al. 2021)

2.

Children who exhibit ‘behavioral difficulties’ are frequently excluded from social interactions or avoided. The reason is an association with a negative classroom climate. (Krull 2014)

3.

Social skills have a positive effect on social acceptance. (Bartholomeu et al. 2021; Luna et al. 2020)

4.

Educational robots can promote social relationships between children when offered as an educationally orientated group activity. (Ponticorvo et al. 2020)

5.

The use of educational robotics has a significant impact on computational thinking and social skills development in children aged 6 – 7 years. (Caballero-Gonzalez et al. 2019)

6.

Intervention effects of educational robotics on the technical, social skills and attitudes of students (12 – 19 years) towards science. (Kandlhofer & Steinbauer 2016)

Key data

▪ Focus on students with SEN and their peers (8 – 9 years, 3rd grade)

▪ N =1000 – 1500 (6 countries with 200 – 300 students each)

▪ N = 125 teachers will be trained (6 countries with min. of 25 teachers)

Results
assurance

Robots4Inclusion

  • Conference contributions (inter-) national

  • OER resources (manual, instructions, training,

    project report as a book, data, …)

  • Accessible e-learning platformSocial media

    (e.g. Instagram, Facebook)

  • Final event (conference)

The Robots4Inclusion courses are wonderful! I love working with the robots and learning about technology while having fun.

Sandra Schäfer
Teacher

"The cooperation with our European partners and the support of the Erasmus+ programme of the European Union forms a solid basis for the success of the project."

Monica Moreno
Pedagogical Director at M&M Profuture Training, S.L.

"I particularly like the fact that the project focuses on empowering inclusion by focusing on children's social, emotional, technical and informatics knowledge, which is essential in an increasingly digitalised world."

Mustafa Bilgin
Coordinator of the project | University of Duisburg-Essen