Integrating socio-emotional scaffolding into educational robotics: Effects on classroom climate in heterogeneous lower secondary schools

This study explores the impact of educational robotics activities explicitly designed to foster collaboration and inclusion on classroom climate. A quasi-experimental design was implemented in two rural schools, involving 47 students aged 11–12. The experimental group engaged in robotics sessions enriched with socio-emotional scaffolding, while the control group participated in technically comparable but socially neutral activities. Data were collected using the Classroom Climate Questionnaire and a student feedback survey. Results showed a significant improvement in perceived classroom climate in the experimental group, contrasted with a decline in the control group. Qualitative findings further revealed that experimental students described their experiences in a more competent way, without referring to frustration. These outcomes highlight the importance of embedding socio-emotional learning objectives into technology-enhanced instruction.