Emerging technologies (ETs) will most likely have a strong impact on education (starting with higher education), just like they have already had in so many economic and social areas. This paper is based on the results obtained in the project “My Future Colleague Robot”, an initiative that aimed to improve the competence of university teaching staff regarding the introduction of ETs in teaching practices at university level. In this paper, we identified the strengths and weaknesses, opportunities, and threats that are related to the adoption in higher education of the combination of two ETs: robotics together with artificial intelligence (AI). Additionally, we analyzed the perceptions of university-level teaching staff about the potential of introducing ETs in education. The empirical data presented here were collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous ET-related experience can support positive attitudes and the implementations of ETs in university teaching; in this study, university teachers had optimistic expectations towards ETs, accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.

Integration of technology in schools rests on effective teacher education programmes that help teachers create new teaching and learning methods and adopt them for classroom use. Social learning processes play a key role in this, but there is a lack of understanding of their role in technology adoption and in evidencing them in teacher education programmes. Using the knowledge appropriation model, we propose a self-report questionnaire instrument to evidence knowledge creation and learning practices during training. With a sample of N = 109 in-service teachers participating in the Teacher Innovation Laboratory, a teacher professional development programme that is built around school−university co-creation partnerships, we demonstrate the instrument to be reliable and to differentiate between groups who completed different programmes. The instrument predicted intended adoption of technology-enhanced learning methods beyond individual level constructs, highlighting the important role that social practices play for the eventual adoption of technologies in the classroom.

The ageing global population puts heavy pressure on healthcare systems everywhere. Addressing ageing-related chronic conditions requires employment of novel innovative solutions. Telehealth technologies, including telepresence robots (TPRs), are being rapidly developed to provide healthcare services efficiently wherever needed. This article explores the role of TPRs in addressing the challenges of providing healthcare to an ageing population, emphasizing their potential advantages and drawbacks. Employing an exploratory research approach with qualitative data collection techniques, we tested three TPR usage scenarios in simulated healthcare settings: anamnesis, measurements, and falls and frailty. The study employed a non-random purposive sample comprising 25 participants, and was conducted at a medical facility in June 2023. The findings suggest that TPRs offer promising solutions for healthcare professionals and patients, especially in scenarios when physical presence is impossible or physical isolation is required to prevent contagion. However, the technology is not yet ready to substitute fully human medical workers, potentially causing patient reluctance and emphasizing the need for patient-centered approaches to technology adoption. In addition, more studies are needed to address ethical, privacy, and scalability concerns.

Teacher professional development programs, including mid- and long-term Science, Technology, Engineering, Art, Math (STEAM) courses, have recently moved from in person learning at university premises to an online environment. Whether it is a temporary change in learning methods caused by the COVID-19 restrictions or whether it will become a new normal is currently under discussion in many teacher training institutions around the world. The aim of this study was to design and implement time- and money-saving synchronous online teacher training format for conducting co-design courses for early childhood teachers in the theme of STEAM integrated learning activities. Based on Tallinn University’s curriculum of in-person training courses on the same topic, with the volume of 40 contact hours, we delivered the content in two different formats: in 11-months (as it used to be in pre-COVID period) and in 4-months, adapted to participants’ needs. We used a self-assessment survey, based on DigCompEdu framework, to assess the increase of digital competences in the two formats. The long-format course had 31 participants and the short-format course had 50 participants. The assessment was based on pre- and post-test and we used structured live video presentations to let participants retrospectively describe their learning experiences. Results indicate that the participants of both courses had improved their digital competences and achieved the learning outcomes set by course content. There was no significant difference in increase of digital competences or the way the course was perceived between participants of both courses. This brings us to the cautious consideration that it is possible to achieve desired outcomes of STEAM courses even in a shorter period when conducting them online compared to the in-person courses. There is a need for further research where results from participants of in-person and online teaching courses are compared.

The interest towards using telepresence robots in a variety of educational contexts is growing, as they have a great potential to enhance the educational experience of remote learners and provide support for teachers. This paper describes a study, examining the perception of Georgian university personnel about the use of telepresence robots in education. This exploratory research aimed to obtain evidence-based information on how the personnel (16 persons) from eight Georgian universities perceived the telepresence robots’ role in enhancing learning and teaching, and what challenges, benefits, opportunities, weaknesses and threats would characterise these robots. The results of the study revealed that the university personnel perceived telepresence robots to have a great potential to enhance educational activities. In addition, the participants indicated the major challenges, benefits, opportunities, weaknesses and threats, regarding integrating telepresence robotics into the teaching and learning in Georgia. Recommendations for future research are also presented.

Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack of studies that guide teachers on which type of instruction should be used for ER in STEM between direct (DI) and indirect instruction (II). As a result, the present study aims to compare the two types of instructions in terms of their effect on learning outcomes, students’ perceptions, and students’ gender differences. We adopted a quasi-experiment comparative research design involving 100 ninth-grade students (13–14 years old). We collected data through achievement tests and perception questionnaires and analyzed them using Cochran’s Q-test, Mann–Whitney U-test, and independent samples t-test. Results show that the group in which II was used performed better than those from the group where DI was used. Also, the results show that girls performed better with DI than boys. Furthermore, students perceived ER as useful for developing collaboration and interest in STEM. Therefore, teachers should be supported in learning how to use II and DI strategically in ER to enhance STEM learning.