Pre‐Service and In‐Service Teachers' Attitudes, Self‐Efficacy and Openness to Educational Robotics

ABSTRACT Educational robotics is known for its effects on learners' engagement and academic achievement. Few studies have examined the teacher's attitude towards the implementation of ER in teaching practice. The main goal of this study is to examine the teachers' attitudes, self‐efficacy and openness towards incorporating educational robotics into their teaching practices. The study also seeks to identify potential correlations between these constructs and to examine any differences based on individual and other characteristics. In order to accomplish this, 307 in‐service and pre‐service teachers completed three distinct scales measuring attitude, self‐efficacy and openness. In general, teachers conveyed a positive attitude and openness towards educational robotics, while demonstrating moderate levels of self‐efficacy. The results revealed strong associations among the measured constructs. Statistically significant variations emerged with respect to age and service status, wherein younger and pre‐service teachers exhibited higher self‐efficacy levels compared with older and in‐service teachers. Teachers with familiarity and knowledge of educational robotics exhibited more positive attitudes towards educational robotics, as well as higher levels of self‐efficacy and openness. Likewise, teachers who expressed interest in participating in future educational robotics courses displayed more positive attitudes. The outcomes underscore the necessity for specialised teacher training programmes oriented towards educational robotics, with the aim of fostering self‐efficacy and cultivating a more positive attitude towards the incorporation of educational robotics into teaching and learning pedagogies. The limitations and practical implications of the findings are discussed in the article.