ARTÍCULOS 1
Cómo ci a : Román-G a án, P. & A i ano-Tadeu, P. J. . (2025). La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones
en e España y Po ugal. IJERI: In e na ional Jou nal o Educa ional Resea ch and Inno a ion, (23), 1-24. 10.46661/ije i.11021
La obó ica en la o mación docen e uni e si a ia: un
análisis compa a i o de las pe cepciones en e España y
Po ugal
Robo ics in uni e si y eache aining: A compa a i e
analysis o pe cep ions be ween Spain and Po ugal
Ped o Román-G a án
Facul ad de Ciencias de la Educación, Uni e sidad de Se illa (España)
h ps://o cid.o g/0000-0002-1646-9247
[email p o ec ed]
Ped o-José A i ano-Tadeu
Cen o de Es udos em Educação e Ino ação (Ci&DEI)
Escola Supe io de Educação, Comunicação e Despo o
Ins i u o Poli écnico da Gua da (Po ugal)
h ps://o cid.o g/0000-0002-0698-400X
[email p o ec ed]
RESUMEN
La obó ica educa i a ha ganado ele ancia como he amien a pa a mejo a la enseñanza,
especialmen e en disciplinas elacionadas con la Ciencia, Tecnología, Ingenie ía, A es y
Ma emá icas. Es e es udio compa a las pe cepciones de es udian es uni e si a ios en
España y Po ugal sob e su uso, con el obje i o de iden i ica el impac o de la obó ica
en su o mación docen e. Se empleó un en oque cuan i a i o y desc ip i o, u ilizando un
cues iona io de 42 í ems aplicado a 193 es udian es de ambas naciones. Se analiza on las
pe cepciones sob e el conocimien o de la obó ica, la in e acción con ella y su impac o
en la mo i ación y ap endizaje. Los da os se p ocesa on con el so wa e in o má ico
especializado. Los es udian es de ambos países mos a on una ac i ud posi i a hacia la
obó ica educa i a. Las pun uaciones medias ue on al as en á eas como la mo i ación y
la disposición pa a implemen a obó ica en sus p ác icas docen es, aunque se iden i icó
un bajo conocimien o en he amien as especí icas como A duino y Sc a ch. Los esul ados
e lejan que la obó ica educa i a es is a como una he amien a e ec i a pa a omen a
habilidades c í icas, como el pensamien o c í ico y el au oap endizaje. Sin emba go,
es necesa io mejo a la o mación en ecnologías especí icas. La obó ica educa i a
es pe cibida como bene iciosa an o en España como en Po ugal, especialmen e en
é minos de mo i ación y me odología pedagógica. No obs an e, se equie e una mayo
amilia ización con las he amien as ecnológicas pa a maximiza su impac o educa i o.
PALABRAS CLAVE
Educación Supe io ; obó ica; STEAM; pe cepciones de es udian es.
Uni e sidad Pablo de Ola ide (España)
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
núme o 23, 2025
ISSN: 2386-4303
DOI: 10.46661/ije i.11021
Sección: A ículos
Recibido: 18-09-2024
Acep ado: 11-10-2024
Publicado: 00-00-0000
Páginas: 1-24
ARTÍCULOS 2
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
ABSTRACT
Educa ional obo ics has gained ele ance as a ool o imp o e eaching, especially
in disciplines ela ed o Science, Technology, Enginee ing, A s and Ma hema ics. This
s udy compa es he pe cep ions o uni e si y s uden s in Spain and Po ugal abou
i s use, wi h he aim o iden i ying he impac o obo ics on hei eache aining.
A quan i a i e and desc ip i e app oach was used, using a ques ionnai e wi h 42
i ems and applied o 193 s uden s om bo h na ions. Pe cep ions abou knowledge o
obo ics, in e ac ion wi h i and i s impac on mo i a ion and lea ning we e analysed.
The da a we e p ocessed wi h specialized compu e so wa e. S uden s om bo h
coun ies showed a posi i e a i ude owa ds educa ional obo ics. The a e age
sco es we e high in a eas such as mo i a ion and willingness o implemen obo ics
in hei eaching p ac ices, al hough low knowledge was iden i ied in speci ic ools
such as A duino and Sc a ch. The esul s e lec ha educa ional obo ics is seen
as an e ec i e ool o os e c i ical skills, such as c i ical hinking and sel -lea ning.
Howe e , aining in speci ic echnologies needs o be imp o ed. Educa ional obo ics
is pe cei ed as bene icial in bo h Spain and Po ugal, especially in e ms o mo i a ion
and pedagogical me hodology. Howe e , g ea e amilia i y wi h echnological ools
is equi ed o maximize i s educa ional impac .
KEYWORDS
Highe Educa ion; obo ics; STEAM; s uden s’ pe cep ions.
1. INTRODUCTION
Nowadays, we ind echnology in all aspec s o ou li es, such as medicine, indus y, household
appliances, educa ion, e c. In e es in educa ional obo ics has inc eased in ecen yea s, and
because s uden s a e digi al na i es and use echnology easily (A hanasiou e al., 2019; Micó-
Amigo & Be nal, 2020; Khushk, 2023). Acco ding o hese au ho s, mo e and mo e eache s a e
ying o include obo ics ac i i ies in he eaching-lea ning p ocesses, so many educa ional
cen e s and uni e si ies o e elec i e subjec s and h ough obo ics summe camps o in o-
duce educa ional obo ics p ac ices in hei cu icula (Cha a ía & Saldaño Mella, 2010; Mo ales
Pé ez e al., 2021; He ás-Gómez e al., 2019; Román G a án e al., 2019). I appea s ha obo s
can help s uden s unde s and di icul abs ac concep s abou science, enginee ing, and ech-
nology, and ans o m hese concep s in o a eal-wo ld unde s anding. Robo s, combined wi h
speci ic so wa e and cu iculum, o e lea ning oppo uni ies, and al hough hey a e expensi e
o many educa ional cen e budge s, he o e s and imp o emen s in hei cos s and hei sim-
ple use, make i possible o s uden s o pa icipa e in hese ypes o p ac ical ac i i ies.
Ly idis e al. (2020) s a e ha in ecen yea s he e ha e been signi ican ad ances in obo ics in
ha dwa e, so wa e and a i icial in elligence capabili ies, and hese ad ances ha e allowed o-
bo s o ope a e mo e au onomously and pe o m asks mo e e ec i ely. Consequen ly, obo ics
is being in oduced in o a eas whe e adi ionally only humans ha e pa icipa ed, one o hese
a eas being educa ion, wi h esea ch being ca ied ou on how obo s can be used in he clas-
s oom o acili a e, imp o e, and suppo he lea ning p ocess (Beni i, 2012; Cha a ía & Saldaño
Mella, 2010; Mo ales Pé ez e al., 2021). One o he mos sough -a e objec i es in he educa ional
ield oday is o in eg a e obo ics and p og amming in o he lea ning en i onmen , wi h he aim
o p omo ing he de elopmen o STEAM skills and knowledge, as well as p oblem-sol ing, c ea-
i i y, c i ical hinking, eamwo k and communica ion skills. This educa ional a ea uses obo s
and p og amming pla o ms as eaching ools o each heo e ical and p ac ical concep s in an
in e ac i e and engaging way.
ARTÍCULOS 3
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
Rela ing he SDG o aining in educa ional obo ics in ol es iden i ying how he la e can con-
ibu e o achie ing speci ic goals es ablished in he SDG. Explaining he ela ionship be ween
educa ional obo ics and he di e en SDG is as ollows:
a) Quali y educa ion (SDG 4): Educa ional obo ics can ans o m he eaching-lea ning
p ocess, making i mo e in e ac i e, hands-on and s imula ing o s uden s. This can im-
p o e lea ning ou comes and os e in e es in STEAM disciplines. Robo ics also eaches
c i ical skills such as c i ical hinking, p oblem-sol ing, c ea i i y and eamwo k, which a e
essen ial o success in oday’s global economy.
b) Gende equali y (SDG 5): Educa ional obo ics can be a ool o close he gende gap in
STEAM ields, encou age mo e gi ls o pa icipa e in hese a eas om an ea ly age and
challenge gende s e eo ypes.
c) Decen wo k and economic g ow h (SDG 8): By eaching obo ics, s uden s a e p epa ed
wi h echnical skills ha will be highly in demand in he u u e labo ma ke , hus con i-
bu ing o economic g ow h and decen wo k.
d) Indus y, inno a ion and in as uc u e (SDG 9): Robo ics can inspi e s uden s o inno a e
and de elop new echnologies, which can con ibu e o he de elopmen o esilien in-
as uc u e and p omo e inclusi e and sus ainable indus ializa ion.
e) Reducing inequali ies (SDG 10): By p o iding equi able access o obo ics educa ion, in-
equali ies can be educed by ensu ing ha s uden s om di e se socioeconomic back-
g ounds and egions ha e equal oppo uni ies o lea n and bene i om hese echnolo-
gical skills.
) Pa ne ships o achie e he goals (SDG 17): Educa ional obo ics p og ams o en equi e
collabo a ion be ween schools, uni e si ies, indus y, and go e nmen . These pa ne s-
hips can s eng hen he means o implemen a ion and e i alize he Global Pa ne ship
o Sus ainable De elopmen .
By in eg a ing educa ional obo ics in o he cu iculum and/o ex acu icula ac i i ies, in e es
and skills in STEAM a e os e ed and con ibu e o he achie emen o he SDG, p epa ing s u-
den s o ace global challenges wi h inno a i e, inclusi e and sus ainable solu ions.
1.1. Robo ics applied o educa ion: educa ional obo ics
Fo se e al yea s now, he e has been alk abou educa ional obo ics, wha i is, wha i is used
o , how i is used and wi h whom, and in ha o de o ideas, he e a e also he i s in es iga ions
on his opic.
Fo B a o & Fo e o (2012), oday’s socie y is demanding ha he educa ional sys em de elop
new skills and compe encies ha allow s uden s o espond e icien ly o he changing en i on-
men s o oday’s wo ld. The use o obo ics in he class oom as a lea ning ool gene a es mul i-
disciplina y lea ning en i onmen s ha allow s uden s o s eng hen hei lea ning p ocess while
de eloping di e en skills ha will allow hem o ace he challenges o oday’s socie y.
The implemen a ion o educa ional obo ics p ojec s in he class oom c ea es he bes condi-
ions o knowledge app op ia ion, which allow s uden s o c ea e hei own ep esen a ions o
he phenomena o he wo ld a ound hem, acili a ing he acquisi ion o knowledge abou hese
phenomena and hei ans e o di e en a eas o knowledge (Llanos-Ruíz e al., 2023; Mo ales
Pé ez e al., 2021; He ás-Gómez e al., 2019; Román G a án e al., 2019).
Má quez & Ruiz (2014) s a e ha obo s can be seen as a pedagogical ool widely used in he
academic aining o women and men, in such a way ha when he s uden is in ol ed in his
ype o academic p ocesses, c ea i i y and mo i a ion a e being encou aged, which will subse-
quen ly allow hem o de elop cogni i e and manual skills.
ARTÍCULOS 4
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
Ga cía Hu ado e al. (2012) s a e ha obo ics in he class oom allows o en iching lea ning
s a egies as suppo o he comp ehensi e aining o s uden s, and conclude ha :
a) Robo ics is a e y e icien ool o be implemen ed in educa ional p ocesses in basic, se-
conda y and highe educa ion.
b) The implemen ed obo is designed wi h all e gonomic and sa e y conside a ions o gua-
an ee he in eg i y o he use s.
c) A mechanical sys em, an elec ical/elec onic sys em and p op ie a y so wa e we e
unc ionally in eg a ed o de elop a mobile obo ic pla o m o educa ion.
d) The de eloped so wa e allows o easy and quick lea ning o he p og amming p inciples
and heo ies commonly used. The de eloped sys em allows he de elopmen o basic
skills in he s uden such as eamwo k, sys ema ic hinking, openness, indi iduali y, p o-
blem iden i ica ion and solu ion, p ojec managemen , and o he s ha a e e y impo -
an in he o ma ion o he human being.
Ano he eason why i is ad isable o in oduce educa ional obo ics in educa ional cen e s is
because as echnology and i s accele a ed de elopmen a e changing socie y, i s membe s a e
equi ed o adap o his change. In ecen yea s, a en ion has ocused on educa ional obo ics
as a pla o m owa ds STEAM ields (Milašinčić e al, 2020).
The e o e, in educa ion, and acco ding o Bo es & Smi (2019), obo ics is applied in a ious ways
and o mul iple pu poses, ela ing o educa ion in wo ways: obo ics in educa ion and obo ics
o educa ion.
The i s app oach ( obo ics in educa ion) ocuses on eaching abou obo ics as a subjec in
i sel . I includes lea ning he p inciples o designing, building, p og amming and con olling
obo s. The goal is o p o ide s uden s wi h speci ic knowledge and skills ela ed o obo ics,
which could include mechanics, elec onics, so wa e and con ol sys ems. I is used o p epa e
s uden s o ca ee s in enginee ing, compu e science, and echnology ields, whe e hey can
apply his knowledge di ec ly. Robo ics in educa ion ocuses on in eg a ing obo ics as pa o
he STEAM cu iculum (Shin e al., 2016), p omo ing echnological li e acy and unde s anding o
complex sys ems.
In he second app oach ( obo ics o educa ion), obo ics is used as a pedagogical ool o a-
cili a e lea ning in a ious a eas, no jus obo ics o compu e science. Robo s ac as educa io-
nal media o s o each concep s ha can ange om basic ma hema ics o languages, social
sciences, and mo e. This ocus is on how obo ics can enhance he lea ning p ocess, os e c i i-
cal hinking, p oblem sol ing, c ea i i y, and social skills such as eamwo k and communica ion.
In obo ics o educa ion, obo ics is seen as a means o a b oade educa ional end, no neces-
sa ily gea ed owa d ca ee s in echnology, bu o en ich he educa ional p ocess in gene al.
Bo h app oaches a e complemen a y and aluable in he educa ional con ex . Robo ics in edu-
ca ion del es in o he echnical knowledge and applica ion o obo ics, while obo ics o educa-
ion uses obo ics as an inno a i e pedagogical ool o en ich he lea ning expe ience in a wide
ange o disciplines.
A he Uni e si y o Se ille, and du ing he 2016-17 academic yea , we s a ed an educa ional
inno a ion ac i i y consis ing o aining in educa ional obo ics and compu a ional hinking o
s uden s o he Facul y o Educa ion Sciences (Román-G a án e al., 2017).
The gene al objec i e o his inno a ion was o in oduce uni e si y s uden s ( u u e eache s
o P ima y o Basic Educa ion) o he use o di e en obo ic ki s ha a e being ma ke ed in ou
coun y and ha a e used in ea ly childhood and p ima y educa ion, as well as o aise awa e-
ness o hei impo ance o educa ion a hese educa ional le els.
The esul s concluded ha , in gene al e ms, he s uden s had been e y mo i a ed and eac ed e y
posi i ely o he in oduc ion o educa ional obo ics in hei academic cu iculum o his subjec .
ARTÍCULOS 5
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
A e in oducing educa ional obo ics consecu i ely, du ing he ollowing wo academic yea s:
2017-18 and 2018-19, also in bo h Uni e si y Deg ees (Ea ly Childhood Educa ion and P ima y Edu-
ca ion). The conclusion o his s udy, a e inco po a ing hese wo academic yea s in o he sam-
ple, was ha wo king wi h he obo ic ki s was also a success among s uden s, exp essing e y
posi i e pe cep ions (Román G a án e al., 2019). I has been eigh yea s since we s a ed his
inno a ion, and a e ca ying ou a esea ch s ay a he Cen o de Es udos em Educação e Ino-
ação (Ci&DEI) and a he Escola Supe io de Educação, Comunicação e Despo o o he Ins i u o
Poli écnico da Gua da (Po ugal), we wan ed o eplica e he wo k ca ied ou and compa e he
esul s ob ained in Spain wi h hose ob ained in Po ugal du ing he 2023-24 academic yea , and
check whe he he e we e signi ican di e ences in hei pe cep ions abou hei le el o knowled-
ge and use o educa ional obo ics in ela ion o he coun y whe e he ques ionnai e was applied.
2. MATERIAL AND METHOD
2.1. Me hodology
The esea ch me hodology has been quan i a i e, desc ip i e and co ela ional.
The s udy o he s udy is ans e sal because he da a has been collec ed in a single momen
in ime, ins ead o o e ime (longi udinal). In addi ion, he use o andom sampling o s uden s
om he acul ies o educa ion in Spain and Po ugal ies o gene alize he esul s o hese b o-
ade popula ions.
The e o e, desc ip i e s a is ical calcula ions ha e been applied o ob ain an o e iew o he
esul s (median, median and ashion), he calcula ion o he s anda d de ia ion, a iance, as-
ymme y and ku osis: o e alua e he dispe sion and de ia ion o he esponses o he espon-
ses made, and, inally, he calcula ion o he co ela ion be ween he esponses gi en by he
s uden s o Spain and Po ugal (Spea man co ela ion). These s a is ical analyses ha e been
ca ied ou using SPSS S a is ics analysis so wa e.
2.2. In o ma ion collec ion ins umen
Du ing his s udy, he same in o ma ion collec ion ins umen has been used as he one used
du ing he i s s udy in 2016, and which was c ea ed ad hoc o collec s uden s’ pe cep ions be-
o e in e ac ing wi h obo ic ki s.
This ins umen consis ed o 42 i ems (5 iden i ica ion i ems and 37 i ems ela ed o pe cep ions
abou educa ional obo ics and obo ics) and he measu emen scale used was Like ype,
whe e sco e 1 ep esen ed no hing sui able, no hing ele an , in alid; And he 5 was e y sui a-
ble, e y pe inen , e y alid.
The in o ma ion collec ion ins umen is in he ollowing In e ne add ess: h ps://bi .ly/ obo ica-
p e es , i is a Google o m.
ESUROBOTIC, as he ques ionnai e is called, i is a egis e ed adema k, wi h applica ion code No.
M4100289, by he Spanish Pa en and B ands O ice (h ps://bi .ly/esu obo ic).
2.3. Pa icipan s
To ensu e he ele ance and ac uali y o he da a in ou s udy, we ha e ocused on he ques ion-
nai es collec ed du ing he 2023-2024 academic yea . This decision gua an ees ha he sample is
ep esen a i e o he cu en condi ions o s uden s in Spain and Po ugal, al hough we a e awa e
ha he numbe o s uden s en olled in he s udies o hese coun ies is di e en . Including da a om
p e ious academic yea s, om 2016-2017 o 2022-2023, could ha e comp omised he p opo ionali-
y and p ecision o ou indings, gi en he possibili y o signi ican changes in he educa ional, social
and echnological con ex s ha could in luence he esponses o he esponses o he s uden s.

ARTÍCULOS 6
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
The ques ionnai es comple ed we e 193 s uden s (Table 1), being he pe cen age o men 10.4 %
compa ed o 89.6 % o women. No mally, in his ype o s udies ca ied ou in he ield o social
sciences, i usually has a mo e p edominan emale ep esen a ion.
Table 1. Gende o he pa icipan s.
F equency Pe cen age
T SP PT T SP PT
Valid
Female 173 154 19 89,6 79,8 9,8
Male 20 17 3 10,4 8,8 1,6
To al 193 171 22 100,0 88,6 11,4
The ages o he pa icipan s anged be ween 18 and 25 o mo e yea s (Table 2).
Table 2. Age o he pa icipan s.
F equency Pe cen age
T SP PT T SP PT
Valid
18 40 39 1 20,7 20,2 0,5
19 8 3 5 4,1 1,6 2,6
20 28 22 6 14,5 11,4 3,1
21 44 42 2 22,8 21,8 1,0
22 31 28 3 16,1 14,5 1,6
23 18 17 1 9,3 8,8 0,5
24 7 6 1 3,6 3,1 0,5
25 o mo e 17 14 3 8,8 7,3 1,6
To al 193 171 22 100,0 88,6 11,4
The uni e si ies ha ha e pa icipa ed in his s udy ha e been ( able 3) he Uni e si y o Se ille
(Spain) and he Escola Supe io de Educação, Comunicação e Despo o, Ins i u o Poli écnico
da Gua da (Po ugal).
ARTÍCULOS 7
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
Table 3. Pa icipa ing uni e si ies.
F equency Pe cen age
Valid
Escola Supe io de Educação, Comunicação e Despo o, Ins i u o
Poli écnico da Gua da (Po ugal) 22 11,4
Uni e si y o Se ille (Spain) 171 88,6
To al 193 100,0
The deg ee whe e he pa icipan s in his s udy we e en olled (Table 4) ha e been: Bachelo ’s
deg ee in Ea ly Childhood Educa ion om he Uni e si y o Se ille (4 h cou se), Bachelo ’s deg ee
in P ima y Educa ion om he Uni e si y o Se ille (1s cou se) and he Bachelo ’s deg ee in Basic
Educa ion by he Poly echnic Ins i u e o Gua da, IPG (2nd cou se).
Table 4. Bachelo ’s deg ee whe e you a e en olled.
F equency Pe cen age
Valid
Bachelo ’s deg ee in Ea ly Childhood Educa ion 107 55,4
Bachelo ’s deg ee in P ima y Educa ion om he Uni e si y o
Se ille 64 33,2
Bachelo ’s deg ee in Basic Educa ion by he Poly echnic
Ins i u e o Gua da, IPG 22 11,4
To al 193 100,0
3. RESULTS AND DISCUSSION
The esul s ob ained o he mean, median, mode, and s anda d de ia ions (Table 5 and Figu e
2) om he su ey conduc ed among s uden s in Spain (SP) and Po ugal (PT), as well as he
combined o al (T), ha e been s uc u ed in o six majo blocks. Below, we p esen he i ems co-
esponding o each block:
Dimension 1. Fundamen als and knowledge o Educa ional Robo ics (ER):
• I em 6: Knowledge abou wha educa ional obo ics is.
• I em 39: Knowledge abou A duino.
• I em 40: Knowledge abou he Raspbe y pla e.
• I em 41: Knowledge abou SCRATCH p og amming so wa e.
• I em 42: Knowledge abou MBLOCK p og amming so wa e.
Dimension 2. In e ac ion and expe ience wi h he ER:
• I em 7: In e ac ion wi h expe iences whe e e.
• I em 14: Pa icipa ion in ac i i ies wi h educa ional obo ics ha would inc ease eam skills.
• I em 15: In e ac ion wi h educa ional obo ics ha helps unde s and concep s and a i udes.
ARTÍCULOS 8
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
Dimension 3. P o ision and a i ude owa ds he implemen a ion o he ER:
• I em 8: P o ision o use educa ional obo ics in eaching p ac ice.
• I em 34: Mo i a ion o wo k in subjec s h ough ER.
Dimension 4. Mo i a ional impac and cu iosi y:
• I em 9: Impac o educa ional obo ics on he mo i a ion o s udy.
• I em 10: How educa ional obo ics would inc ease cu iosi y o s udy.
• I em 11: Impac on he in e es in he subjec a e pa icipa ing in obo ics ac i i ies.
Dimension 5. Pedagogical and Me hodological Applica ions:
• I em 12: P omo ion o new eaching me hodologies.
• I em 13: Inc ease in pa icipa ion in classes wi h he use o obo ics.
• I em 16: D i ing sel -lea ning.
• I em 17: P omo ion o c i ical hinking.
• I em 18: De elopmen o sha ed knowledge cons uc ion.
• I em 19: Facili a ion o access o addi ional documen a y esou ces.
• I em 20: Applica ion o heo e ical knowledge o p ac ice.
• I em 21: Wo k in quasi- eal p oblems.
• I em 22: Imp o emen in he abili y o lea n o lea n.
• I em 23: Imp o emen in echnological skills.
• I em 24: Pe sonaliza ion o he lea ning p ocess.
• I em 25: Suppo o adi ional eaching ma e ials.
Dimension 6. Social and emo ional impac :
• I em 26: Bo edom expe ience when using obo ics in class.
• I em 28: Class assis ance wi h en husiasm.
• I em 29: Enjoy classes wi h obo ics.
• I em 30: Use o educa ional obo ics in o he subjec s.
• I em 31: Pe cep ion o loss o ime wi h obo ics in class.
• I em 32: A ac ion o a en ion o he subjec s wi h he use o obo ics.
• I em 33: Need o use obo ics in class.
• I em 35: Imp o emen o opinion on he con en o he subjec .
• I em 36: Pe cep ion o inno a ion and eaching in e es .
• I em 37: Oppo uni y o sha e ideas and isions.
• I em 38: De elopmen o cogni i e skills.
The ollowing sec ion p esen s a de ailed epo on he esul s ob ained om he calcula ed
s a is ical measu es: mean, median, mode, and s anda d de ia ion o each o he six p e iously
de ined ca ego ies. This analysis aims o p o ide a clea e unde s anding o he esul s ob ained.
The mean, also known as he a e age, is a measu e o cen al endency calcula ed by summing all
nume ical alues in a da ase and hen di iding his sum by he o al numbe o da a poin s (F e-
edman, Pisani, & Pu es, 2007; Daniel & C oss, 2018). I se es as a use ul indica o o he “cen e ” o
a da ase and is highly sensi i e o ex eme alues. The median ep esen s he alue ha di ides
ARTÍCULOS 9
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
a da ase in o wo equal pa s when he da a a e a anged in ascending o descending o de . In
o he wo ds, hal o he da a poin s all below he median, while he o he hal all abo e i . Unlike he
mean, he median is less a ec ed by ex eme alues and is a mo e app op ia e measu e o cen al
endency o highly skewed dis ibu ions. The mode e e s o he mos equen ly occu ing alues in
a da ase . A da ase can be unimodal (one mode), bimodal ( wo modes), o mul imodal (mul iple
modes). The mode is pa icula ly use ul o iden i ying he mos common ca ego ies o alues wi hin
a da ase . The s anda d de ia ion is a measu e o dispe sion o a iabili y wi hin a da ase . I indica-
es how sp ead ou he da a poin s a e ela i e o he mean. A low s anda d de ia ion sugges s ha
he da a poin s a e closely clus e ed a ound he mean, whe eas a high s anda d de ia ion indica es
g ea e dispe sion. S anda d de ia ion is calcula ed as he squa e oo o he a iance, which ep e-
sen s he a e age o he squa ed di e ences be ween each da a poin and he mean.
The esul s o hese desc ip i e s a is ical analyses a e as ollows:
1. Dimension 1. Fundamen als and knowledge o he ER (i ems 6, 39, 40, 41 and 42). The esul s
ob ained in he a e age sco es e lec ha hey a e e y close o he midpoin , indica ing a
mode a e-low le el ela ed o gene al knowledge abou ER and speci ic ha dwa e (A duino and
Raspbe y). The median p edominan ly has been 1, sugges ing ha mos esponden s incline a
le el o basic o ini ial knowledge. Fashion has gene ally been 1, ein o cing he obse a ion ha
he mos common answe is a le el o knowledge unde he ques ions answe ed. Rega ding
he s anda d de ia ion, he esul ing sco es a y, bu i has gene ally been low, indica ing ha
he answe s a e no e y dispe sed and end o g oup oge he nea he low a e age.
2. Dimension 2. In e ac ion and expe ience wi h ER (i ems 7, 14 and 15). The esul s ob ained
in he a e age sco es e lec high alues in all g oups, e lec ing posi i e and signi ican
in e ac ions wi h educa ional obo ics. The esul s ob ained a e he calcula ion o
he medians ha e been 4 poin s o all g oups and i ems, which indica es a gene ally
a o able expe ience. Fashion has indica ed a equen alue o 4 poin s, indica ing ha
he mos common esponse is posi i e. Finally, he s anda d de ia ion ob ained o his
dimension has p esen ed a mode a e alue, sugges ing ha he e is some a iabili y in
he answe s, bu in gene al, hey a e posi i e.
3. Dimension 3. P o ision and a i ude owa ds he implemen a ion o he ER (i ems 8 and
34). In ela ion o he a e age sco es, hese ha e been e y high, indica ing a e y posi i e
disposi ion owa ds he use o educa ional obo ics. The a e age alues ob ained om he
median ha e been uni o mly high, o e 4 poin s, e lec ing a s ong inclina ion owa ds he
ac i e use o obo ics in eaching. The a e age ashion esul has been a consis en alue
o 4 poin s, ea i ming a posi i e a i ude in ela ion o he disposi ion and a i ude owa ds
he implemen a ion o he ER. As o he s anda d de ia ion o his dimension, i has u ned
ou o be ela i ely low, showing li le a ia ion in he high disposi ion owa ds obo ics.
4. Dimension 4. Mo i a ional impac and cu iosi y (i ems 9, 10 and 11). In ela ion o he a e age
sco es o his dimension, we mus commen ha hey ha e been qui e high o all i ems,
sugges ing ha educa ional obo ics has a posi i e impac on mo i a ion and cu iosi y.
The median has emained cons an in 4 poin s, indica ing a gene al ag eemen on he
posi i e impac . The a e age ashion sco e has gene ally been 4 poin s o he i ems ha
make up his dimension, con i ming he uni o m pe cep ion o he bene i . Finally, in e ms
o he a e age s anda d de ia ion ob ained o his dimension, i has been mode a e,
indica ing a ce ain di e si y on how s uden s pe cei e he impac o obo ics.
5. Dimension 5. Pedagogical and Me hodological Applica ions (I ems 12, 13, 16, 17, 19, 20, 21, 22,
23, 24 and 25). The a e age sco e achie ed by he i ems ha make up his dimension has
been e y high, highligh ing he pe cep ion ha obo ics a ou s eaching and lea ning.
As o he median, i has emained mos ly in 4, aligned wi h he high hal . In ela ion o
ashion, he sco e o his dimension has u ned ou o be 4 poin s, showing a consensus in
he posi i e e alua ion. Finally, he a e age s anda d de ia ion ob ained has p esen ed a
mode a e a iabili y, sugges ing di e ences in he pe cep ion o me hodological impac .
ARTÍCULOS 16
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
Figu e 3. Va iances ob ained below 0,75 poin s.
Rega ding he i ems whose co ela ions ha e been posi i e and nega i e (Spea man co ela ion
coe icien ), hese ha e been he ollowing (Table 6).
In gene al, he esul s show ha pe cep ions abou he adequacy o educa ional obo ics a y
be ween s uden s om Spain and Po ugal, al hough he magni ude o his a ia ion is gene ally
mode a e and, in some cases, s a is ically signi ican .
In hese i ems, whe e he co ela ions a e posi i e, indica ing ha he e is a endency o posi i e pe -
cep ions o inc ease acco ding o he coun y (wi h some i ems showing mo e a ou able o posi i e
pe cep ions in Po ugal). Howe e , he s eng h o hese co ela ions a ies signi ican ly be ween i ems.
Some i ems show s a is ically signi ican co ela ions, sugges ing ha he coun y o o igin may
ha e a eal e ec on how s uden s pe cei e he adequacy o educa ional obo ics. Fo exam-
ple, i ems such as: Using educa ional obo ics a ou s echnological skills ela ed o he use
and applica ion o ICT, and: I will ge bo ed while using educa ional obo ics in class ac i i ies,
indica e a mode a ely s ong and signi ican associa ion, sugges ing di e ences in pe cep ion
be ween s uden s om he wo coun ies.
The i ems ha p esen ed signi ican and s onge co ela ions end o be ela ed o echnical as-
pec s and mo i a ion owa ds s udy, such as he de elopmen o echnological skills, and he in-
luence on s uden s’ in e es and mo i a ion o pa icipa e in classes ha use educa ional obo ics.
These esul s sugges ha while in some espec s ER is pe cei ed in a simila way be ween Spain
and Po ugal, he e a e ce ain elemen s o con ex s whe e he coun y o o igin signi ican ly
in luences he pe cep ion o i s sui abili y. This could be due o di e ences in educa ional im-

ARTÍCULOS 17
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
plemen a ion, access o echnological esou ces, o cul u al di e ences in he assessmen o
echnological educa ion.
Co ela ional es s we e also ca ied ou o de e mine whe he he e we e signi ican di e ences
in he esponses ob ained by age g oup and by academic quali ica ion in which he pa icipan s
we e en olled (Bachelo ’s Deg ee in Ea ly Childhood Educa ion and Bachelo ’s Deg ee in P ima y
Educa ion), wi h no signi ican di e ences being ound.
Table 6. Lis o i ems wi h posi i e and nega i e co ela ions (i ems wi h nega i e wo ding in i alics).
Nº de í em Tex o del í em Coe icien e de co elación
de Spea man Valo p
11. Pa icipa ing in academic ac i i ies
whe e educa ional obo ics is used would
inc ease my in e es in he subjec . 0.1550 0.0314
23. Using educa ional obo ics, echnological
skills ela ed o he use and applica ion o
ICT a e a o ed. 0.2253 0.0016
26. I will ge bo ed while using educa ional
obo ics in subjec ac i i ies. –0.3528 0.000000485
28. I will a end class wi h en husiasm when
doing ac i i ies wi h educa ional obo ics. 0.1516 0.0353
31. Doing ac i i ies wi h educa ional obo ics
in class will be a was e o ime. –0.2714 0.00013
32. Educa ional obo ics will no longe a ac my
a en ion o he subjec s in which i is used. –0.294 0.000034
33. The e will be no need o use educa ional
obo ics in class. –0.194 0.0069
4. CONCLUSIONS
We can conclude ha ER is pe cei ed in mul iple ace s by s uden s, om knowledge and in e ac-
ion o i s impac on mo i a ion, pedagogical me hodology and he social and emo ional sphe e.
High a e age sco es in many a eas indica e a posi i e pe cep ion owa ds ER.
A e age sco es highe han 4, on a 5-poin Like scale, indica e a highly posi i e assessmen in
se e al o he i ems in he ques ionnai e used. Below, he conclusions a e b oken down o each
o he six de ined dimensions. A e age sco es highe han 4 ha e no been ound in all dimen-
sions in he o al (T) o he ques ionnai es, e en in Spanish s uden s (SP) hey ha e been ound
and in Po uguese (PT) hey ha e no eached 4 poin s:
Dimension 1 (i ems 6, 39, 40, 41, and 42) Fundamen als and knowledge o ER: The e a e no i ems
in his dimension ha each a mean highe han 4. This sugges s ha , al hough s uden s a e
amilia wi h ER, he le el o in-dep h knowledge abou speci ic ools such as A duino, Raspbe y
Pi, Sc a ch, o Mblock is no e y high. This highligh s an oppo uni y o imp o e educa ion in bo h
p og amming ools and ela ed ha dwa e.
Dimension 2 (i ems 7, 14, and 15) In e ac ion and expe ience wi h ER: This dimension also does
no p esen i ems wi h a mean highe han 4, indica ing ha , al hough s uden s ha e in e ac ed
ARTÍCULOS 18
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
wi h ER, he expe iences ha e no been impac ul enough o be a ed ex emely high. This may
poin o he need o in eg a e mo e meaning ul and p ac ical expe iences in o he cu iculum.
Dimension 3 (i ems 8 and 34) Willingness and a i ude owa ds he implemen a ion o ER: i ems 8
and 34 show high means, e lec ing a posi i e willingness owa ds he use o ER and a mo i a ion
o in eg a e i in o academic wo k. This indica es a posi i e accep ance and assessmen o ER as
an e ec i e and en iching educa ional ool.
Dimension 4 (i ems 9, 10 and 11) Mo i a ional impac and cu iosi y: i ems 9, 10 and 11 highligh
a signi ican impac on s uden s’ mo i a ion and cu iosi y. The high sco es unde line ha ER is
pe cei ed as a ca alys o inc easing in e es and pa icipa ion in lea ning, sugges ing ha i s
use in he class oom could be e y bene icial in imp o ing s uden engagemen .
Dimension 5 (i ems 12, 13, 16, 17, 18, 19, 20, 21, 22, 23, 24 and 25) Pedagogical and me hodological
applica ions: some o he i ems belonging o his dimension, such as 12, 16, 20, 22 and 23, ecei e
high a ings, indica ing ha s uden s pe cei e ER as highly bene icial o eaching and lea ning.
These i ems e lec a s ong belie in he powe o ER o imp o e sel -lea ning skills, os e c i ical
hinking and pe sonalize and en ich he educa ional p ocess.
Dimension 6 (i ems 26, 28, 29, 30, 31, 32, 33, 35, 36, 37 and 38) Social and emo ional impac : I ems
28, 29 and 30 show ha ER has a posi i e e ec on s uden s’ social and emo ional dimension.
High sco es indica e ha ER ac i i ies a e enjoyed and app ecia ed, sugges ing ha hei inclu-
sion can make classes mo e engaging and emo ionally ewa ding.
The gene al conclusions ela ed o he mean sco es ob ained by s uden s in Spain and Po ugal
indica e ha hey highly alue ER, no only as a echnological ool bu as a means o enhance
hei o e all educa ional expe ience. The analysis sugges s ha while amilia i y wi h speci ic
echnological ools may need s eng hening (p og amming languages and ela ed ha dwa e),
he disposi ion owa ds ER and i s mo i a ional and pedagogical impac a e clea .
Educa ional obo ics is highly alued by s uden s in bo h Spain and Po ugal, wi h mean sco es
e lec ing s ong app o al o key aspec s o he educa ional expe ience. These include enhan-
cing au onomous lea ning, inc easing mo i a ion and cu iosi y, acili a ing he applica ion o
heo e ical knowledge, and de eloping social and emo ional skills. The esul s also sugges ha
e ec i e implemen a ion o ER can signi ican ly con ibu e o he mode nisa ion o eaching,
making lea ning mo e engaging, pe sonalised and e icien .
These esul s encou age educa o s and policy make s o conside ER no only as a echnological
complemen bu as an in eg al componen o mode n pedagogical s a egies ha can signi-
ican ly con ibu e o he de elopmen o key compe encies and he en ichmen o s uden s’
educa ional expe ience. This is pa icula ly pe inen in an educa ional en i onmen inc easingly
ocused on echnology and inno a ion.
I is he e o e impo an o conside ER as bo h an end and a echnological means in eaching.
Rega ding he conclusions ob ained a e he analysis o he medians, modes and s anda d de-
ia ions ob ained, we conclude he ollowing:
1. Dimension 1: Fundamen als and knowledge o ER: I ems in his dimension (6, 39, 40, 41 and
42) show gene ally low medians and modes, wi h undamen al knowledge abou obo ics,
p og amming languages and associa ed ha dwa e (A duino, Raspbe y, Sc a ch, Mblock)
no exceeding he basic le el. This sugges s ha he e is a signi ican need o imp o e
basic educa ion in eme ging echnologies such as RE, po en ially by inco po a ing mo e
speci ic con en in cu icula.
2. Dimension 2: In e ac ion and expe ience wi h ER: I ems in his dimension (7, 14 and 15) e lec
ha in e ac ion and pa icipa ion in ela ed ac i i ies appea o be mode a ely posi i e,
wi h medians and modes equen ly eaching 4. Howe e , a iabili y in esponses, as
indica ed by he s anda d de ia ion, sugges s inconsis en expe iences among s uden s.
This could imply an une en implemen a ion o ER in di e en a eas o ins i u ions.
ARTÍCULOS 19
Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
3. Dimension 3: Willingness and a i ude owa ds implemen ing ER: I ems in his dimension
(8 and 34) e lec ing he willingness o use i as well as he mo i a ion o wo k wi h ER in
subjec s show a high le el o accep ance, wi h solid medians o 4. This e lec s a posi i e
a i ude owa ds in eg a ing ER in o eaching p ac ice, indica ing ha s uden s a e willing
and mo i a ed o include hese echnologies in hei u u e lea ning and eaching.
4. Dimension 4: Mo i a ional impac and cu iosi y: I ems assessing he impac o ER on
mo i a ion and cu iosi y (9, 10 and 11) also show high medians and modes o 4. S uden s
pe cei e i as a powe ul mo i a o ha inc eases hei in e es and cu iosi y in lea ning,
unde lining he alue o i as an educa ional ool o enhance s uden engagemen .
5. Dimension 5: Pedagogical and me hodological applica ions: This dimension, which
encompasses i ems (12, 13, 16, 17, 18, 19, 20, 21, 22, 23, 24 and 25) anging om p omo ing
new eaching me hodologies o imp o ing echnological skills and pe sonalizing lea ning,
shows a consis en ecogni ion o he pedagogical alue o ER. Mos i ems in his dimension
achie e medians o 4 o 5, indica ing ha ER is seen as c i ical o mode n and e ec i e
educa ional de elopmen .
6. Dimension 6: Social and emo ional impac : The esponses o he i ems in his dimension
(26, 28, 29, 30, 31, 32, 33, 35, 36, 37 and 38) e lec ha he e a e i ems in his dimension
wi h a ied esponses, hose ela ed o en husiasm, enjoymen and imp o ed pe cep ion
o cou se con en show medians o 4, e lec ing a posi i e pe cep ion o he social and
emo ional impac o ER. This sugges s ha no only imp o es cogni i e lea ning bu also
he social and emo ional expe ience in he class oom.
Mode a e s anda d de ia ions in some blocks sugges ha he e is oom o imp o e he cohe-
sion in hese pe cep ions. Analysis o hese alues e eals a posi i e pe cep ion o ER among
s uden s in Spain and Po ugal, wi h a high willingness and mo i a ion o in eg a e his echno-
logy in o he educa ional en i onmen .
Di e ences be ween he esponses o s uden s in he wo coun ies a e minimal, sugges ing a
uni o m alua ion o educa ional echnology in he Ibe ian Peninsula.
Measu es o cen al endency and dispe sion indica e concen a ed and consis en esponses,
ein o cing he alidi y o he esul s ob ained.
In conclusion, ER is widely alued by s uden s in bo h Spain and Po ugal, wi h high sco es in wi-
llingness, mo i a ional impac , and pedagogical applica ions. Howe e , he e is signi ican oom
o imp o e undamen al knowledge abou speci ic echnological ools and consis ency in he
expe ience o in e ac ing wi h ER. The esul s emphasize he need o educa ional s a egies ha
no only in eg a e ER e ec i ely, bu also ensu e a solid basic echnological educa ion and con-
sis en , high-quali y lea ning expe iences o all s uden s.
The analysis o a iance, skewness and ku osis shows ha , in gene al, s uden s ha e a posi i e
pe cep ion o ER, pa icula ly in e ms o mo i a ion, willingness and pedagogical applica ions.
Howe e , he e is a iabili y in he in e ac ion expe ience and knowledge o speci ic ER ools, su-
gges ing he need o mo e uni o m educa ion and p ac ical expe iences. The esponses end o
clus e a ound posi i e means, bu wi h a iabili y in he in ensi y o hese pe cep ions.
As a conclusion o he calcula ion o he co ela ions be ween he esponses gi en by s uden s
om Spain (SP) and Po ugal (PT), we mus poin ou ha some i ems showed signi ican nega i e
co ela ions, all o which a e ela ed o nega i e pe cep ions abou ER, such as bo edom and he
pe cep ion o loss o ime. These esul s mus be jus i ied by he nega i e wo ding o hese i ems:
a) 26. I will ge bo ed while using educa ional obo ics in subjec ac i i ies.
b) 31. Doing ac i i ies wi h educa ional obo ics in class will be a was e o ime.
c) 32. Educa ional obo ics will no longe a ac my a en ion o he subjec s in which i is used.
d) 33. The e will be no need o use educa ional obo ics in class.
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La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
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When i ems a e nega i ely wo ded, a nega i e co ela ion may indica e a posi i e pe cep ion.
Fo example, a nega i e co ela ion on hese i ems migh sugges ha hose who a e hei ag e-
emen wi h he nega i e s a emen low (i.e., disag ee ha ER is bo ing o a was e o ime) ha e
a posi i e a i ude owa d ER.
Fo hese i ems, a nega i e co ela ion wi h a iables such as o e all sa is ac ion wi h RE o aca-
demic pe o mance migh indica e ha s uden s who ag ee less wi h hese nega i e s a e-
men s ha e a mo e posi i e expe ience o ind g ea e alue in ER.
Nega i e wo ding equi es ca e ul in e p e a ion o co ela ion coe icien s o unde s and he
ue meaning behind he numbe s.
5. DISCUSIÓN.
We ully ag ee wi h Alimisis (2013) when he s a es ha o achie e ull inclusion o ER i is neces-
sa y o wo k no only on echnical skills, bu also on p oblem-sol ing and c ea i i y skills. The
e ec i e in eg a ion o obo ics in STEM (Science, Technology, Enginee ing & Ma hema ics) and
STEAM (Science, Technology, Enginee ing, A s & Ma hema ics) educa ion can also inc ease s u-
den s’ in e es and mo i a ion, p o iding iche and mo e engaging lea ning con ex s.
Au ho s such as Beni i (2012) conclude ha obo ics has g ea educa ional po en ial in schools,
helping o imp o e bo h discipline-speci ic skills and gene al compe encies such as eamwo k
and p oblem-sol ing. Howe e , he also poin s ou challenges such as he need o adequa e
aining o eache s (cu en and in aining) and cu icula in eg a ion o maximize he bene i s
o educa ional obo ics.
Kandlho e & S einbaue (2016) ound ha has a signi ican posi i e impac on he de elopmen
o s uden s’ echnical and social skills. Fu he mo e, he use o obo ics in educa ion can imp o e
s uden s’ a i udes owa ds science and echnology, making hese subjec s pe cei ed as mo e
accessible and a ac i e.
This conside a ion is no some hing new, Be s (2008) s a ed ha echnologies such as obo ics
can be powe ul ools o cogni i e and social de elopmen in ea ly educa ion. This same au ho
highligh s ha obo ics ac i i ies help s uden s unde s and abs ac concep s in a angible way and
p omo e essen ial skills such as planning, c i ical hinking, and collabo a ion om an ea ly age.
In hei s udy, Hudson e al. (2020) ound ha obo ics-based in e en ions signi ican ly inc ease
s uden s’ in e es in STEM subjec s and hei u u e ca ee s. This esul suppo s he idea ha RE
can be a ca alys o encou age pa icipa ion and mo i a ion in echnical ields.
We also ag ee wi h Jung & Won (2018) when in hei s udy hey conclude ha obo ics educa ion
posi i ely in luences young people, imp o ing no only echnical knowledge bu also social and
cogni i e skills. This issue has se e al impo an implica ions o educa ion and s uden de e-
lopmen : ha ER no only imp o es echnical skills, such as p og amming and echnology ma-
nagemen , bu also os e s social and cogni i e skills; his implies ha obo ics can be a holis ic
educa ional esou ce ha con ibu es o he comp ehensi e de elopmen o he s uden .
The abili y o obo ics o impac mul iple a eas o de elopmen unde lines i s alue as an in-
e disciplina y ool. This may encou age educa o s o in eg a e obo ics in o a ious aspec s o
he cu iculum, no only in science and ma hema ics, bu also in a eas ha p omo e social and
cogni i e skills Jung & Won (2018).
I obo ics imp o es social and cogni i e skills, i could also inc ease s uden mo i a ion and en-
gagemen . S uden s may ind obo ics ac i i ies mo e engaging and ewa ding, which may lead
o g ea e en husiasm o lea ning in gene al.
The implica ions o obo ics suppo ing cogni i e and social de elopmen sugges ha i may be a
use ul ool o pe sonalized educa ion. Educa o s could use obo ics o ailo lea ning o indi idual s u-
den s’ needs, helping hose who may need addi ional suppo in ce ain a eas. By os e ing echnical
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Ped o Román-G a án; Ped o-José A i ano-Tadeu
La obó ica en la o mación docen e uni e si a ia: un análisis compa a i o de las pe cepciones en e España y Po ugal
N. 23, 2025 – ISSN: 2386-4303 – DOI: 10.46661/ije i.11021 – [Págs. 1-24]
In e na ional Jou nal o Educa ional Resea ch and Inno a ion
skills alongside social and cogni i e skills, obo ics educa ion p epa es s uden s o he challenges o
he u u e wo kplace, which will inc easingly demand mo e o hese combined compe encies.
I obo ics p o es e ec i e in de eloping such a wide ange o skills, i could be a key esou ce
o educa ional inclusion, p o iding equi able lea ning oppo uni ies o s uden s o di e se bac-
kg ounds and abili ies.
Robo ics ac i i ies inc ease s uden mo i a ion and in e es , sugges ing ha obo ics can be an
e ec i e ool o imp o ing disposi ion and a i ude owa ds lea ning (Kalo i-Hallak e al., 2015),
and o his eason i should be augh mo e in uni e si y aining cen es ha ha e he mission
o aining u u e eache s in a mo e meaning ul and s imula ing way.
In ac , p ojec -based obo ic applica ions imp o e s uden s’ compu a ional hinking skills and
hei pe cep ion o basic STEM skills (Ka aahme oğlu & Ko kmaz, 2019), hei esul s indica e sig-
ni ican imp o emen s, highligh ing he e ec i eness o educa ional obo ics in imp o ing c i i-
cal and echnological compe encies.
We e en ag ee wi h Llanos-Ruiz e al. (2023), who wen beyond he o mal scope o aining,
hei s udy ound ha bo h s uden s and amilies pe cei e ER e y posi i ely, his sugges s ha
obo ics is no only well ecei ed in o mal educa ional se ings, bu is also alued in non- o mal
con ex s, such as ex acu icula ac i i ies and wo kshops. They ecognize ER as an e ec i e ool
o mo i a e s uden s and main ain hei in e es , as we ha e p e iously s a ed and as e lec ed
in his s udy. This is especially ele an in non- o mal se ings, whe e olun a y pa icipa ion un-
de lines he impo ance o main aining s uden engagemen .
Today’s uni e si y ins i u ions mus es ablish he app op ia e condi ions o os e mo e s uden -
cen e ed lea ning, using inno a i e eaching me hods, c i ical aining, and ac i e ci izens, who
a e willing o p o ide hei knowledge o social se ice (Vázquez-Cano e al., 2020).
The e o e, uni e si ies mus play a new ole as p omo e s o compe encies ha u u e g adua es
mus manage in hei academic, pe sonal, and p o essional de elopmen (Fe nández-Ba ane o
e al., 2019; Delgado-Vázquez e al., 2019).
Logically, om he Facul ies o Educa ion Sciences we ha e he mission o aining male and emale
s uden s o be compe en in compu a ional hinking and in he managemen o obo ic ki s (Román
G a án e al, 2019), since, as hey say (Mas e e al., 2017; Val e de-Be ocoso e al., 2015), posi i e
in e ac ion wi h hese esou ces will s imula e hei use when hese women wo k as eache s.
AUTHOR CONTRIBUTION
All au ho s con ibu ed o he concep ion and design o he s udy. Ma e ial p epa a ion, da a
collec ion, and analysis we e ca ied ou by [Ped o Román-G a án] and [Ped o-José A i ano-
Tadeu]. The i s d a o he manusc ip was w i en by [Ped o Román-G a án] and [Ped o-José
A i ano-Tadeu] and all au ho s commen ed on ea lie e sions o he manusc ip . All au ho s
ead and app o ed he inal manusc ip .
ACKNOWLEDGEMENTS
This wo k is unded by Na ional Funds h ough he FCT - Founda ion o Science and Techno-
logy, I.P., wi hin he scope o he p ojec Re ª UIDB/05507/2020 and DOI iden i ie h ps://doi.
o g/10.54499/UIDB/05507/2020.
Fu he mo e, we would like o hank he Cen e o S udies in Educa ion and Inno a ion
(CI&DEI) and he Poly echnic o Gua da o hei suppo .
We would also like o hank he Depa men o Didac ics and Educa ional O ganiza ion o he Fa-
cul y o Educa ion Sciences o he Uni e si y o Se ille o ha ing made possible he pa icipa ion
o Spanish s uden s in his esea ch.

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FUNDING
This publica ion is pa o he p ojec PID2022-138346OB-I00, unded by MICIU/
AEI/10.13039/501100011033 and by FEDER, EU.
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