Integration of Social Robots in the Educational Environment: Psychological and Organizational Determinants of Effective Human–Robot Interaction in the University Context

Abstract: Social robotics is an innovative field that merges engineering, technological, and social disciplines with the aim of creating robots capable of engaging with humans in socially relevant ways (Breazeal, 2003; Fong et al., 2003). The growing interest in the application of social robots in education is driven by their ability to facilitate learning, support the development of social and emotional skills, and promote mental health and well-being among learners (Belpaeme et al., 2018; Kennedy et al., 2017). However, integrating social robots into the educational environment requires a thorough understanding of the psychological aspects of human–robot interaction, as well as the organizational factors that determine the success of their implementation (Vernon et al., 2015). In Bulgarian academic research, two main directions have emerged: Ivanova (2022) proposes a design model for educational social robots focusing on emotional expressiveness and cultural recognition; and STEMEDU (2022) demonstrates the positive impact of the BigFoot robot on children with special educational needs (SEN), including increased eye contact and social participation. Nonetheless, there remains an open opportunity to develop a comprehensive organizational model for the sustainable implementation of social robots in the university context. Over the past decade, social robots such as NAO, Pepper, and Furhat have been increasingly introduced in educational settings as teaching assistants, mediators of social skills, and tools for mental health support (Belpaeme et al., 2018; Scassellati et al., 2018). Yet, in higher education, their potential remains underexplored—particularly regarding organizational culture, innovation acceptance, and the psychological factors influencing the perception and effectiveness of such technologies (Van Achte et al., 2023; Kennedy et al., 2017). This study seeks to answer the following core question: What are the conditions and prerequisites for the sustainable and effective integration of social robots in university-level education?