Implementation of Educational Robotics in Inclusive Classroom from the Lenses of Pre-service Teachers

Abstract

The integration of Educational Robotics (ER) into inclusive educational environments holds considerable potential for creating equitable, adaptive, and future-oriented learning experiences. This study explores pre-service teachers' attitudes and perceptions towards implementing ER in inclusive classrooms at the Institute of Teacher Education, Technical Education Campus (IPGKPT), Malaysia. Anchored within global educational frameworks, including the OECD Learning Compass 2030, UN Sustainable Development Goal 4, Malaysia’s Digital Education Policy 2023–2030, and Malaysia TVET Policy 2030, the research positions ER as central to transformative education agendas. Utilizing a descriptive quantitative research design, data were collected from 61 pre-service teachers enrolled in the Bachelor of Teaching Program (PISMP) through a structured questionnaire validated for reliability (Cronbach’s α > 0.90). Descriptive statistical analyses indicated that pre-service teachers demonstrate a very high positive attitude towards the role of technology in education (M = 4.32, SD = 0.64). Participants also highly valued ER’s potential for enriching inclusive teaching strategies (M = 4.12, SD = 0.68). Moreover, respondents recognized ER's significant contribution to developing essential competencies among students with Special Educational Needs (SEN), notably digital literacy, creative expression, and problem-solving skills (M = 4.30, SD = 0.67). Despite these positive perceptions, pre-service teachers identified critical barriers to ER adoption, notably insufficient technical skills and infrastructural limitations. The findings highlight the urgent necessity for targeted professional development and pedagogical training in ER to effectively integrate these technologies into diverse classroom settings. This research contributes to the ongoing discourse in inclusive digital education by emphasizing ER's capacity to support differentiated instruction and promote active engagement among learners with diverse educational needs. Recommendations for enhancing teacher education curricula, strategic policy implementation, and avenues for future research are provided, aligning closely with the objectives outlined in Malaysia’s Digital Education Policy 2023–2030.