Training Education Professionals in Robotics for Italian Schools: The sfera.BOT Project

Abstract

Educational robotics is increasingly recognized as a promising tool for innovation in teaching and learning. However, its successful integration in schools often depends on the availability of targeted professional development programs that support educators with no prior experience in this field. This study addresses this gap by presenting and evaluating the development and implementation of a training program specifically designed to equip educators with the knowledge, skills, and confidence to integrate robotics into early and primary education. The program, sfera.BOT, was designed as part of a regional educational initiative in Basilicata, Italy. It followed a blended learning model and was grounded in hands-on exploration, collaborative planning, and weekly mentoring sessions. The research employed a qualitative approach to explore the experiences of four female educators from diverse backgrounds who completed the training. Data was collected through semi-structured interviews, a knowledge assessment questionnaire, and field observations. The findings reveal that participants acquired significant technical and pedagogical competencies, shifted from initial insecurity to confident implementation, and began to see themselves as potential trainers and change agents within their schools. The study underscores how well-structured, practical, and context-aware training can foster continuing professional development in the field of educational robotics.