Sarcouncil Journal of Engineering and Computer Sciences

Abstract: The presented critical review summarises studies conducted under the period of 2020-2026 to examine how educational robotics (ER) affects STEM learning and problem-solving. Based on the constructionist theory and sociocultural theory, ER is a multifaceted medium that bridges the theoretical-practical gap in learning. The literature reveals that ER helps to develop significant computational-thinking skills like sequencing and debugging, and correspondingly increases conceptual understanding in mathematics and science. In addition to technical benefits, ER enhances student motivation, self-efficacy, and interpersonal communication. It also promotes inclusivity amongst neurodivergent learners and under-represented groups. The review also examines how artificial intelligence and social robots can be utilised in conjunction to provide personalised, adaptive learning environments. Despite these strengths, there are barriers to implementation of this educational medium, the most significant of which are outlined in this paper. These barriers include the cognitive-load paradox, the temporality of the novelty effect, and the lack of teacher preparedness. In order to achieve the transformative potential of ER, the authors recommend the implementation of standardised pedagogical models and more rigorous professional development programmes to empower teachers.