Use of the Bee-Bot Robot in Educational Practice in Preschool Institutions in Serbia

In contemporary preschool education, increasing importance is given to the integration ofdigital technologies into educational practice, particularly in fostering early developmentof logical thinking, problem-solving skills, and basic programming concepts. One of thetools increasingly used in this context is the Bee-Bot educational robot, which enableschildren to learn fundamental principles of sequencing and algorithmic thinking throughplay. The introduction of digital tools in preschool institutions also requires examiningteachers’ attitudes and experiences regarding their pedagogical value, as well as thechallenges and limitations of their implementation in work with preschool children. Theaim of this study was to examine the extent and manner in which preschool teachers inSerbia use Bee-Bot in their work with children, as well as to identify the areas of childdevelopment most influenced by its application. Specific objectives included examiningthe frequency of use, teachers’ competence levels, and perceptions of its pedagogicaleffects. The research was conducted using a quantitative approach and a survey method.The research instrument was a questionnaire designed for the purposes of this study anddistributed via Google Forms. The sample consisted of 100 preschool teachers fromdifferent regions of Serbia, selected through random sampling. The collected data wereanalyzed using descriptive statistics and appropriate inferential methods. The results showthat preschool teachers recognize the importance of using the Bee-Bot robot in educationalpractice, particularly in the development of cognitive abilities, logical thinking, andcooperation among children. A moderate level of self-perceived digital competence wasreported (M=3.4; SD=1.35), with a high standard deviation indicating substantialindividual differences among respondents. A statistically significant difference was foundin the frequency of Bee-Bot use between teachers who had attended training and those whohad not (Mann–Whitney U=602.00, p<.001), with trained teachers using the toolsignificantly more often. Respondents indicated that Bee-Bot contributes most to thedevelopment of spatial orientation (56%), followed by logical thinking (48%) andmathematical concept acquisition (40%). The main barriers to more frequent use were aninsufficient number of robots and mats (34%), lack of time during the workday (33%), andthe need for additional professional training (23%), while other factors were lessrepresented (1–3%). The findings suggest the need for improved professional developmentof preschool teachers and more systematic integration of digital tools into the preschoolcurriculum.Keywords: Bee-Bot, preschool education, digital technologies, preschool teachers,early development, algorithmic thinking