Investigation of the Impact of Robotic Applications on Science Teachers’ Perceptions of 21st-Century Skills Competence

This study examines the impact of robotic mBot applications on science teachers’ perceptions of their 21st-century skills. The study also addresses issues of efficiency and professional responsibility in science education by examining how robotics training promotes more effective and accountable teaching practices. A mixed method approach was used, combining a quasi-experimental design with in-depth interviews. The study group consisted of 16 science teachers who participated in a two-week training program. Quantitative findings showed significant improvements in teachers’ perceptions of their 21st-century skills after the training. Qualitative results indicated that teachers mainly associated these skills with problem-solving, communication, and collaboration, with problem-solving identified as the most prominent. Teachers stressed the importance of possessing such skills to act as role models for students and emphasized professional training as the most effective way to develop them. They also noted that mBot applications help students engage with technology and connect science learning to real-world contexts, despite limited sensor diversity. Overall, integrating robotics into science education appears to enhance teachers’ competencies and create meaningful learning opportunities.