This study investigates the impact of AI-generated contexts on preservice teachers’ computational thinking (CT) skills and their acceptance of educational robotics. This article presents a methodology for teaching robotics based on AI-generated contexts aimed at enhancing CT. An experiment was conducted with 122 undergraduate students enrolled in an Early Childhood Education program, aged 18–19 years, who were training in the Computer Science and Digital Competence course. The experimental group utilized a methodology involving AI-generated practical assignments designed by their lecturers to learn educational robotics, while the control group engaged with traditional teaching methods. The research addressed five key factors: the effectiveness of AI-generated contexts in improving CT skills, the specific domains of CT that showed significant improvement, the perception of student teachers regarding their ability to teach with educational robots, the enhancement in perceived knowledge about educational robots, and the overall impact of these methodologies on teaching practices. Findings revealed that the experimental group exhibited higher engagement and understanding of CT concepts, with notable improvements in problem-solving and algorithmic thinking. Participants in the AI-generated context group reported increased confidence in their ability to teach with educational robots and a more positive attitude toward technology integration in education. The findings highlight the importance of providing appropriate context and support when encouraging future educators to build confidence and embrace educational technologies. This study adds to the expanding research connecting AI, robotics, and education, emphasizing the need to incorporate these tools into teacher training programs. Further studies should investigate the lasting impact of such approaches on computational thinking skills and teaching methods in a variety of educational environments.

Reproducibility of experiments is a complex task in stochastic methods such as evolutionary algorithms or metaheuristics in general. Many works from the literature give general guidelines to favor reproducibility. However, none of them provide both a practical set of steps or software tools to help in this process. In this article, we propose a practical methodology to favor reproducibility in optimization problems tackled with stochastic methods. This methodology is divided into three main steps, where the researcher is assisted by software tools which implement state-of-the-art techniques related to this process. The methodology has been applied to study the double-row facility layout problem (DRFLP) where we propose a new algorithm able to obtain better results than the state-of-the-art methods. To this aim, we have also replicated the previous methods in order to complete the study with a new set of larger instances. All the produced artifacts related to the methodology and the study of the target problem are available in Zenodo.