The sense of self­-efficacy of support teacher trainees towards educational robotics: evidence from the Robotics Interest Questionnaire

Abstract

Educational robotics is increasingly recognized for its potential to foster inclusive learning environments. However, the adoption of robotics in education is hindered by teachers' ambivalent attitudes towards these tools, often stemming from perceived inadequacies in digital skills and self-efficacy. While previous studies have extensively explored the attitudes of mainstream subject teachers towards educational robotics, scant attention has been paid to support teachers’ perspectives. This study aims to bridge this gap by examining the attitudes of 394 support teacher trainees towards educational robotics using the Robotics Interest Questionnaire (RIQ). The RIQ is a validated tool that assesses four key prerequisites for integrating educational robotics into classrooms: interest in technology and robotics, self-efficacy in using robotic tools, problem-solving skills, and collaborative work competencies. Results indicate that support teacher trainees scored lower than the validation sample on all RIQ dimensions, highlighting potential barriers to the adoption of educational robotics in inclusive education settings. However, prior experience in using educational robotics positively influenced interest and perceived self-efficacy among trainees. These findings underscore the importance of tailored training programs to empower support teachers in leveraging educational robotics for inclusive learning.