Driven by the wave of artificial intelligence, the educational practice and application of robots have become increasingly common. Despite extensive coverage in the literature on various aspects of educational robots, there are still unexplored avenues, particularly regarding robotic support, robotic personality, and challenges in their applications. This study presented a systematic review of high-quality empirical research on the use of physical robots in educational settings. A total of 92 relevant papers from the Web of Science database were analyzed. Employing the technological pedagogical content knowledge (TPCK) framework, we investigated research questions across seven components, including the learning domain, teaching strategy, robot types, learning results, problems with using robots, robotic support, and robotic personality. The findings revealed that robots are most prevalently employed in language learning applications. When opting for teaching strategies, educators tend to favor those that incorporate physical interaction. Concurrently, humanoid robots emerge as the preferred choice among many. These robots, in human–robot interaction scenarios, often exhibit an agreeable personality. In terms of evaluating learning results, cognitive aspects like thinking, creativity, self-regulation, and inquiry ability are especially emphasized. Such results are frequently influenced by the informational and emotional support provided by robots. Nonetheless, challenges encountered by teachers, learners, and robots in this process are not to be overlooked. The findings of this study contributed to future applications of robotics in education.

In recent years, with the continuous advancement of educational reform, the importance of scientific education in early childhood has become increasingly evident. Early childhood is a critical period for cognitive development and interest cultivation. Through scientific inquiry activities, young children’s cognitive development, problem-solving abilities, and curiosity about the surrounding world can be effectively promoted. However, the implementation of early childhood scientific inquiry education still faces numerous challenges, such as a lack of systematic theoretical guidance and insufficient strategies for improvement. This study aims to enhance the existing theoretical foundations of young children's scientific inquiry abilities and proposes specific strategies for improvement to foster the comprehensive development of children's scientific literacy.

Amid rapid digital transformation and profound changes in workplace environments, Perceived Organizational Support (POS) has become increasingly critical in shaping employee attitudes, behaviors, and organizational performance. This study systematically reviews the concept, theoretical foundations, structural dimensions, outcome factors of POS while proposing strategies for its enhancement. The findings underscore that, with the widespread adoption of Artificial Intelligence (AI), the prevalence of remote and hybrid work models, and evolving employee expectations, organizations must dynamically adjust their POS strategies to enhance employee experience and strengthen organizational adaptability. Furthermore, future research on POS should focus on cross-cultural comparisons, optimizing organizational support through AI, and integrating technology with human-centered management in the evolving workplace to further enhance the practicality of POS in business management.

Children’s play is a critical avenue for promoting social development and interpersonal skills. Peer conflicts frequently occur during play, which, while potentially impacting emotional regulation and social skills, also provide valuable opportunities for learning and practicing these skills. Therefore, effectively managing peer conflicts is essential. This study aims to provide kindergarten teachers with targeted guidance for addressing peer conflicts during children's play, with the goal of promoting children's social and emotional development. To achieve this, the study categorizes common conflict types, including resource disputes, power struggles, and emotional outbursts. Based on these classifications, a range of conflict resolution strategies is proposed, such as negotiation, attention redirection, and rule enforcement. These strategies help teachers effectively guide children in resolving conflicts, enhancing their social skills and emotional regulation.