Research article | Open Access
Turkish Journal of Teacher Education 2025, Vol. 14(2) 135-158
pp. 135 - 158
Publish Date: December 30, 2025 | Single/Total View: 2/2 | Single/Total Download: 6/2
Abstract
The rapid advancement of Artificial Intelligence (AI) and robotics has led to the emergence of social robots as innovative tools in modern education. Robots like Pepper, ADA, and NAO, equipped with sophisticated features such as deep learning-based emotion detection, multimodal sensors, and facial expression analysis, are increasingly playing various roles in classrooms. This study examined teachers' views, attitudes, and acceptance levels regarding social robots' integration into teaching, focusing on their roles as assistants and interaction facilitators. Globally and locally, robots like Pepper and ADA are employed to provide instruction, maintain student focus, and manage transitions between activities, particularly in science and math classes. Evidence suggests these robots boost student engagement through social cues like nodding, verbal reinforcement, and guided conversations. However, their effective use depends heavily on teachers' preparedness and perceptions, as they shape classroom interactions. This research uses a descriptive approach to understand how teachers view the educational potential and limitations of social robots. Results show a cautious yet optimistic attitude among educators. They acknowledge the motivational benefits and that robots can ease teachers' workload by taking over repetitive tasks, but also express concerns about the need for ongoing supervision, high costs, and fears of replacing traditional teaching roles. The study highlights the importance of ethical issues and the technical reliability of AI systems in fostering a positive learning environment. Overall, social robots are seen as supportive, interactive tools rather than substitutes for human teachers. To successfully incorporate them into curricula, teacher training programs should be designed to improve technological and pedagogical skills. These insights are valuable for policymakers and developers seeking to modernize classrooms through human-robot collaboration.
Keywords: Social Robots, Teacher Perspectives, Educational Technology, Artificial Intelligence
APA 7th edition
Cinar, S. (2025). Investigation into Science Teachers' Attitudes and Acceptance of Social Robot Technology. Turkish Journal of Teacher Education, 14(2), 135-158.
Harvard
Cinar, S. (2025). Investigation into Science Teachers' Attitudes and Acceptance of Social Robot Technology. Turkish Journal of Teacher Education, 14(2), pp. 135-158.
Chicago 16th edition
Cinar, Sinan (2025). "Investigation into Science Teachers' Attitudes and Acceptance of Social Robot Technology". Turkish Journal of Teacher Education 14 (2):135-158.
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