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Grounded in active methodology elements, the study uses instruments to track classroom intervention progress across stages, showing gradual improvement in inclusive education attributes. The results indicate ER as a practical resource for advancing inclusion in learning environments shaped by student diversity and differing needs, learning styles, and socioeconomic or cultural contexts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/robotics-for-inclusive-education-combining-active-methodologies-in-a-classroom/600382/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/robotics-for-inclusive-education-combining-active-methodologies-in-a-classroom/600382.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What inclusion outcomes does the study target when using educational robotics?","Question",{"text":112,"@type":113},"It targets emotional, cognitive, and social inclusion attributes, aiming to improve interest, motivation, creativity, problem-solving, and social skills such as collaboration and communication.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the methodology assess changes during the classroom intervention?",{"text":117,"@type":113},"The study measures the intervention process with instruments across various stages, and reports gradual improvement in the reference attributes of inclusive education.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main objectives of the implemented robotics learning approach?",{"text":121,"@type":113},"The study includes building a foundational robotics course with kits and guides for eight sessions, then applying active project-based learning (PBL) and challenge-based learning (CBL) to promote transfer of inclusion-related attributes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600382,1792601413,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2024, 16(3), ep522 ISSN: 1309-517X (Online)  \nRobotics for inclusive education: Combining active methodologies in a classroom  \nSilvino Antonio Castañeda Rincón 1*  \n 0000-0002-3678-7664  \nHayarelis Coromoto Moreno Gudiño 2  \n 0000-0002-3216-1218  \nRichard de Jesus Gil Herrera 2  \n 0000-0003-4481-7808  \n1 Informatica Universidad UNADE, Cancún, MEXICO  \n2 Universidad Internacional de la Rioja, Logroño, SPAIN  \n* Corresponding author: [antoniocas7776@gmail.com](antoniocas7776@gmail.com)  \nCitation: Castañeda Rincón, S. A., Moreno Gudiño, H. C., & Gil Herrera, R. J. (2024) . Robotics for inclusive education: Combining active methodologies in a classroom. Contemporary Educational Technology, 16(3), ep522 .  \n[https://doi.org/10.30935/cedtech/14939](https://doi.org/10.30935/cedtech/14939)  \nARTICLE INFO ABSTRACT  \n\n| Received: 11 Jan 2024\u003Cbr>Accepted: 12 Jul 2024\u003Cbr>INTRODUCTION | In light of the growing diversity of students in the classroom, there is a pressing need to address the potential for discrimination against minorities, arising from cultural, socioeconomic, special needs, learning styles, and other differences. It is, therefore, essential to establish inclusive learning environments that guarantee equitable learning outcomes for all children and young people. This study aims to determine the impact of educational robotics (ER) in promoting emotional, cognitive, and social inclusion attributes through active methodologies among secondary students in public institutions. The applied methodology is composed of elements typical of active methodologies implemented in education and cited in the theoretical framework. The instruments employed to measure the classroom intervention process across various stages demonstrated a gradual improvement in the reference attributes of inclusive education. The findings suggest that ER can serve as a valuable tool for promoting inclusion in diversity contexts.\u003Cbr>Keywords: diversity, educational robotics, educational technology, inclusion |\n| --- | --- |\n\nFreire’s theories, which date back to the 1960s, have enriched the concepts of inclusive and multicultural schools. These theories continue to be the subject of analysis by many educational researchers, especially those interested in the diversity of students in terms of social, cultural, political, economic, and special educational needs (Muñiz, 2016), the interpretation of the process has been multi-dimensional (Dueñas, 2010) . Educational policies at the international level seek to make all training institutions increasingly inclusive. The United Nations organization, with its 193 participating states, has approved the 2030 Agenda for Sustainable Development. This agenda includes 17 objectives that will guide the work of member nations until 2030, with inclusion being a protagonist in its objectives (Román Graván et al., 2017) . The agenda aims to achieve quality and equity in education that welcomes diversity of students in the classroom, without any distinction based on race, sex, religion, beliefs, etc. To achieve this goal, various methodologies and strategies have been provided that cover the entire population, in search of better results that address personal, social, and cultural wealth (López, 2022) .  \nEducational robotics (ER) has been integrated into the curriculum of both public and private schools due to its significant contributions to students’ development (Cebrián et al., 2021) . It promotes the four essential  \nskills of the 21st century, which are collaboration, creativity, communication, and critical thinking. Combining various learning areas fosters motivation and creativity, helping students consolidate their knowledge (Márquez & Ruiz, 2014) . Moreover, it has demonstrated positive effects in different educational contexts, affirming its potential as a valuable educational resource (Ruiz Vicente, 2017) .  \nThis study focuses on the support and opp","cbCait0F6NX4AeOQ","https://ap.wps.com/l/cbCait0F6NX4AeOQ","pdf",542509,22,"English","# Introduction\n## Study objectives\n# Theoretical background\n## Inclusive and multicultural education\n## Educational robotics and 21st-century skills\n# Inclusion dimensions addressed by robotics\n## Emotional factors\n## Cognitive factors\n## Social skills","[{\"question\":\"What inclusion outcomes does the study target when using educational robotics?\",\"answer\":\"It targets emotional, cognitive, and social inclusion attributes, aiming to improve interest, motivation, creativity, problem-solving, and social skills such as collaboration and communication.\"},{\"question\":\"How does the methodology assess changes during the classroom intervention?\",\"answer\":\"The study measures the intervention process with instruments across various stages, and reports gradual improvement in the reference attributes of inclusive education.\"},{\"question\":\"What are the main objectives of the implemented robotics learning approach?\",\"answer\":\"The study includes building a foundational robotics course with kits and guides for eight sessions, then applying active project-based learning (PBL) and challenge-based learning (CBL) to promote transfer of inclusion-related attributes.\"}]","Robotics for inclusive education - Combining active methodologies in a classroom | PDF",1792090577,55]