The integration of artificial intelligence, robotics, and computational thinking in education - Overview and trends

Oct 15, 2026

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This systematic review investigates the joint integration of artificial intelligence, educational robotics, and computational thinking in formal education settings amid ongoing digital transformation. Limited research was found addressing these three strands together. Using PRISMA-guided searches across Web of Science, Scopus, and Semantic Scholar for 2018–2025, 16 empirical studies met inclusion criteria. Results show growing use of active learning such as project-based learning, STEAM, and cooperative learning, with significant gains in cognitive abilities, motivation, and collaboration. Three themes emerge and benefits coexist with concerns about teacher training, infrastructure, and digital equity.

LanguageEnglish

CategoryResearch & Report

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Pages17

Reading Time43 min

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Abstract

Introduction

Contemporary Educational Technology, 2026, 18(2), ep660 ISSN: 1309-517X (Online) OPEN ACCESS Review Article The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends Marcelino Sendarrubias-Hipólito 1* 0009-0004-9727-3466 Miriam Agreda-Montoro 1 0000-0002-0940-6504 Javier Rodríguez-Moreno 1 0000-0002-5890-3654 Ana María Ortiz-Colón 1 0000-0003-0440-6107 1 Universidad deJaén, Jaén, SPAIN * Corresponding author: [msh00026@red.ujaen.es](msh00026@red.ujaen.es) Citation: Sendarrubias-Hipólito, M., Agreda-Montoro, M., Rodríguez-Moreno, J., & Ortiz-Colón, A. M. (2026) . The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends. Contemporary Educational Technology, 18(2), Article ep660. [https://doi.org/10.30935/cedtech/18600](https://doi.org/10.30935/cedtech/18600) ARTICLE INFO ABSTRACT | Received: 27 Jan 2026
Accepted: 29 Apr 2026 | This systematic review examines the simultaneous integration of artificial intelligence, educational robotics and computational thinking in formal education environments. In a global situation marked by digital transformation, it was found that little research has been carried out into these three key areas taken as a whole. The methodology employed followed the PRISMA guidelines, with searches being conducted in Web of Science, Scopus, and Semantic Scholar for works published between 2018 and 2025. After applying strict inclusion and exclusion criteria, 16 empirical studies were analyzed. The results indicate an exponential increase in recent studies employing active methodologies like project-based learning, the STEAM approach and cooperative learning. The interventions analyzed produced significant improvements in cognitive competencies, motivation and collaboration skills. Three thematic clusters were identified—emerging technologies, education designs, and syllabus strategies. Authors highlighted benefits such as the personalization of learning, the development of 21st century competencies and preparation for entry into the labor market, while also describing challenges associated with teacher training, technological infrastructure and digital equality. This review helps consolidate an emerging field of study, demonstrating the need for more in-depth future research into the joint implementation of such innovations in teaching contexts.
Keywords: artificial intelligence, educational robotics, computational thinking, digital competence, systematic review | | --- | --- | | INTRODUCTION | | The fourth industrial revolution (Industry 4.0) has made technology the main driving force behind social and economic transformation (Trijueque & Marañón, 2022) . In this context of rapidly progressing digitalization, where automation, artificial intelligence (AI) and robotics are redefining employment markets, it is indispensable for workers to develop new technological and cognitive competencies. Here, education poses a major challenge: that of preparing people to be not only users of technology but also individuals capable of understanding, creating and critically evaluating complex technological systems. But although studies into educational robotics, computational thinking and AI feature prominently in scientific literature as separate areas of study, there is a noticeable lack of research into the simultaneous integration of all three elements in the educational context. The main challenge facing this new form of literacy is to transform students’ and teachers’ concepts of what technology is and how it works. To do so, new learning spaces must be created in which students can be enabled to solve problems using such tools (Carrillo et al., 2024) . Within this basic framework for the development of 21st century competencies, three main areas can be identified: robotics, computational thinking and AI. These three pillars constitute the object of our an

FAQs

What does the review study about AI, robotics, and computational thinking in education?

It examines the simultaneous integration of artificial intelligence, educational robotics, and computational thinking in formal educational environments, focusing on their application and impact together rather than as separate topics.

How were the studies selected for the review?

The review follows PRISMA guidelines and searches Web of Science, Scopus, and Semantic Scholar for publications from 2018 to 2025, applying strict inclusion and exclusion criteria to analyze 16 empirical studies.

What outcomes and thematic clusters does the review report?

It reports improvements in cognitive competencies, motivation, and collaboration skills, with three thematic clusters: emerging technologies, education designs, and syllabus strategies.

Oct 15, 2026

Upload by jayni