Integrated constructive robotics in education (ICRE) model: a paradigmatic framework for transformative learning in educational ecosystem

Abstract

The researchers developed an Integrated Constructive Robotics in Education (ICRE) model that represents a pioneering framework designed to revolutionize educational landscapes by integrating robotics into pedagogical settings. This research introduces the ICRE model, elucidating its multifaceted dimensions and envisioning its profound impact on educational paradigms. The ICRE model emerges as a comprehensive framework that amalgamates constructivist principles with robotics technology, fostering an environment conducive to active, experiential learning. Anchored in constructivist pedagogy, the model accentuates hands-on, immersive experiences where students engage in designing, programming, and manipulating robots. This tactile engagement not only stimulates curiosity but also empowers students to witness direct outcomes, cultivating a profound sense of agency and ownership in their learning journey. Central to the ICRE model is its versatility, catering to interdisciplinary activities that transcend conventional disciplinary boundaries. By nurturing a deeper conceptual understanding and honing higher-order cognitive skills within Science, Technology, Engineering, and Mathematics (STEM) subjects, the model serves as a catalyst for holistic development. The transformative potential of the ICRE model extends beyond technical skill acquisition, encapsulating motivational, cooperative, and creative dimensions. It addresses gender disparities within STEM education, endeavoring to mitigate gaps in interest and skills. Furthermore, the ICRE model emphasizes the importance of teacher training, equity in access, and collaboration between educators, researchers, and industry professionals. This paper unfolds a detailed conceptual framework of the ICRE model, articulating its core principles, applications, and implications. It navigates through its developmental journey, positing future trajectories and recommendations for its sustained evolution.

IMPACT STATEMENT

The researchers developed an Integrated Constructive Robotics in Education (ICRE) model that represents a pioneering framework designed to revolutionize educational landscapes by integrating robotics into pedagogical settings. This research introduces the ICRE model, elucidating its multifaceted dimensions and envisioning its profound impact on educational paradigms. The ICRE model emerges as a comprehensive framework that amalgamates constructivist principles with robotics technology, fostering an environment conducive to active, experiential learning. Anchored in constructivist pedagogy, the model accentuates hands-on, immersive experiences where students engage in designing, programming, and manipulating robots. This tactile engagement not only stimulates curiosity but also empowers students to witness direct outcomes, cultivating a profound sense of agency and ownership in their learning journey. It addresses gender disparities within STEM education, endeavoring to mitigate gaps in interest and skills. Furthermore, the ICRE model emphasizes the importance of teacher training, equity in access, and collaboration between educators, researchers, and industry professionals.

Keywords:

• Constructivist pedagogy
• educational robotics
• STEM education
• robotics integration
• technology in education

REVIEWING EDITOR:

• Debra Laier Chapman
• School of Computing
• University of South Alabama
• Alabama, United States

SUBJECTS:

• Science Education
• Technology in Education
• Education Policy
• Education Politics
• Higher Education Management
• Educational Change & School Reform
• Teachers & Teacher Education
• Theory of Education
• Education & Training

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data sharing does not apply to this article as no new data were created or analyzed in this study.

Additional information

Notes on contributors

Ashraf Alam

Ashraf Alam is a Ph.D. Scholar at IIT Kharagpur. He holds a master’s degree in education and a bachelor’s degree in computer science and engineering from the University of Delhi. Over the course of his academic journey, his research and teaching interests have inclined towards the philosophy and sociology of education, and in areas of research ethics, educational psychology, and educational technology. He works at the crossroads of research and action for sustainable development, focusing on policies that impact the vulnerable. Currently, he is researching the different facets of ‘Positive Education’ at the Rekhi Centre of Excellence for the Science of Happiness at IIT Kharagpur under the esteemed guidance and patronage of Prof. Atasi Mohanty.

Atasi Mohanty

Atasi Mohanty, PhD, is an Assistant Professor at the Rekhi Centre of Excellence for the Science of Happiness, Indian Institute of Technology Kharagpur, India. Her research interests include positive youth development, social psychology, youth mental health, the science of happiness, prosocial behavior, happiness at the workplace, sustainable health and wellbeing, positive psychology, organizational behavior, Indian psychology, and sustainable entrepreneurship. She is currently guiding 14 Ph.D. research scholars.