(1) Background: in the last decade, various investigations into the field of robotics have created several opportunities for further innovation to be possible in student education. However, despite scientific evidence, there is still strong scepticism surrounding the use of robots in some social fields, such as personal care and education. (2) Methods: in this research, we present a new tool named the HANCON model, which was developed merging and extending the constructs of two solid and proven models—the Unified Theory of Acceptance and Use of Technology (UTAUT) model used to examine the factors that may influence the decision to use a telepresence robot as an instrument in educational practice, and the Post Acceptance Model used to evaluate acceptability after the actual use of a telepresence robot. The new tool is implemented and used to study the acceptance of a double telepresence robot by 112 pre-service teachers in an educational setting. (3) Results: the analysis of the experimental results predicts and demonstrate a positive attitude towards the use of telepresence robot in a school setting and confirm the applicability of the model in an educational context. (4) Conclusions: the constructs of the HANCON model could predict and explain the acceptance of social telepresence robots in social contexts.

Korean teachers are generally considered well trained to integrate ICT into their teaching since the inception of the first IT Master Plan of Korea in 1996. However, the emergence and adoption of cutting-edge technologies create demands for evolving roles and competencies of teachers in the new knowledge society. Given this changing landscape of teacher education, the purpose of this paper is to explore new educational approaches to enhance teachers' ICT capabilities in the 21st century learning environment in Korea. The literature indicates that the new roles of teachers include new media literacy skills and adaptive expertise with efficiency and innovation. From this perspective, we examined three cases: (1) learning Scratch for computational and creative thinking, (2) learning robotics as emerging technology for convergent and divergent thinking, and (3) learning by design with ICT for systems thinking. The new approaches, such as focusing on thinking skills rather than technical skills, and providing various contexts different from ordinary classroom lessons, help teachers to develop adaptive expertise. On the other hand, participants in all three cases indicated difficulties in integrating new ideas, dealing with various course activities, and understanding unfamiliar design contexts in their comprehensive projects. For further studies, it is necessary to investigate learning processes and outcomes of teachers' learning with more depth and a larger number of cases and multiple sources of data to verify the potentials and challenges of these approaches more rigorously.

Many studies have explored emotional and mental services that robots can provide for older adults, such as offering them daily conversation, news, music, or health information. However, the ethical issues raised by using sensors for frail older adults to monitor their daily movements or their medication intake, for instance, are still being discussed. In this study, we develop an older adult-guided, caregiver-monitored robot, Dori, which can detect and recognize movement by sensing human poses in accordance with two factors from the human-centered artificial intelligence (HCAI) framework. To design the care robot’s services based on sensing movement during daily activities, we conducted focus group interviews with two groups—caregivers and medical staff—on the topic of care robot services not for patients but for prefrail and frail elderly individuals living at home. Based on their responses, we derived the focal service areas of cognitive support, emotional support, physical activity support, medication management, and caregiver management. We also found the two groups differed in their ethical judgments in the areas of dignity, autonomy, controllability, and privacy for services utilizing sensing by care robots. Therefore, the pose recognition technology adopted in the present work uses only joint coordinate information extracted from camera images and thus is advantageous for protecting human dignity and personal information.

With continuing developments in artificial intelligence (AI) and robot technology, ethical issues related to digital humans, AI avatars, intelligent process automation, robots, cyborgs, and autonomous vehicles are emerging, and the need for cultural and social sustainability through AI ethics is increasing. Moreover, as the use of video conferencing and metaverse platforms has increased due to COVID-19, ethics concepts and boundaries related to information and communications technology, cyber etiquette, AI ethics, and robot ethics have become more ambiguous. Because the definitions of ethics domains may be confusing due to the various types of computing platforms available, this paper attempts to classify these ethics domains according to three main platforms: computing devices, intermediary platforms, and physical computing devices. This classification provides a conceptual ethics framework that encompasses computer ethics, information ethics, cyber ethics, robot ethics, and AI ethics. Several examples are provided to clarify the boundaries between the various ethics and platforms. The results of this study can be the educational basis for the sustainability of society on ethical issues according to the development of technology.