Social robots disruptive artificial intelligence educational technology: Pre-service teachers’ perceptions in China, Russia and Slovenia

Artificial intelligence transforms human learning and education. Social robots in the elementary classroom enter the human sphere in the critical period of child’s development. Social robotic educational technology, designed for long-term emotional connections and relationships, raises questions in the pedagogic relations and interaction. Research on teacher perceptions and readiness is deficient. This paper reports analyses of aspects of child-social robot interaction are of concern to pre-service teachers from China, Russia and Slovenia. Findings indicate that at the heart of participating pre-service teachers in China, Russia and Slovenia concerns are authenticity and humanness. Our findings show their concerns are mainly rooted in the belief that the robot shouldnot acquire the ability to perform authentic interactions nor should undertake a teaching roles. There is a widespread agreement among participants from three cultural contexts that teachers remain essential in educational contexts. In contrast, concerns related to social Interaction indicate notable group differences. The article highlights the teacher’s responsible planning and use of artificial intelligence educational technology.