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This study analyzed the impact of educational robotics as a strategic tool of Information and Communication Technologies (ICT) on teaching–learning processes in the digital era. The research was conducted using a mixed-methods approach, combining quantitative and qualitative methods. A bibliographic review of scientific literature, institutional reports, and previous studies was conducted, selected according to criteria of thematic relevance, currency, and academic rigor, using the following descriptors: “robotics”, “educational technology”, “learning”, “educational innovation”, and “digital literacy”. This was complemented by empirical work based on surveys, semi-structured interviews, and participant observation applied to twenty-five third-year students of the bachelor’s degree in computer science and five teachers from the computer science department at CRUPE.
The results showed that educational robotics facilitated the understanding of abstract concepts through interactive practice, promoted interdisciplinary learning, and strengthened essential competencies for contemporary education, such as critical thinking, creativity, problem solving, collaboration, and adaptability. In addition, its integration with active methodologies, such as project-based learning, and with complementary technologies—virtual simulations and interactive environments—favored immersive, personalized, and motivating learning experiences, while enhancing cognitive and socio-emotional skills.
It was concluded that educational robotics, in combination with ICT, constituted an innovative pedagogical resource that improved academic performance, optimized educational resources, and promoted digital inclusion and technological literacy. However, its effective implementation required overcoming challenges related to teacher training, technological investment, and pedagogical planning.
