Collaboratively Designing Curriculum-Aligned Bee-Bot Learning Resources: Insights from a Qualitative Case Study of a Professional Development Workshop for Primary Teachers

Although educational robotics is widely recognised as an effective approach to supporting curriculum-aligned learning in primary education, comparatively little attention has been paid to how teachers develop the learning resources needed for meaningful classroom activities. This descriptive qualitative case study, situated within the interpretive research paradigm, examined primary school teachers’ experiences in collaboratively designing curriculum-aligned learning resources during a three-hour practical workshop focused on integrating the Bee-Bot® robot into formal instructional settings. Data collection methods included participant observation, field notes, semi-structured interviews, photographic documentation, and participant-produced learning resources, all analysed using Reflexive Thematic Analysis. The findings indicate that participants generally found Bee-Bot® easy to programme and recognised its educational potential for fostering pupil engagement and collaboration in interdisciplinary learning environments. However, significant challenges emerged during the collaborative design of curriculum-based learning resources, particularly in translating curriculum objectives into pedagogically meaningful and technically feasible Bee-Bot mats. The study concludes that professional development in educational robotics should extend beyond technical familiarisation and prioritise supporting teachers as designers of curriculum-aligned educational activities that actively engage pupils as co-creators of robotics-enhanced learning experiences.