'Faculty of Political Science, University of Zagreb'
Doi
Abstract
This article explores the issue of introducing children between six and ten years of age to robotics and investigates the use of robots in schools and in extracurricular activities. The central questions are 1) whether and how the introduction of robotics is addressed in political strategies and educational policies (RQ1), and 2) what the main actors in the introduction of robots in educational settings are (RQ2). Therefore, a pilot study in three European countries (Austria, Lithuania, Romania)was conducted, which included an analysis of national policy strategies, as well as interviews with three stakeholders per country. The article illustrates the specificities of the investigated countries presented as case studies and discusses them in a comparative way. The findings show that the investigated countries’ educational policies aim at mirroring the Digital Agenda for Europe and that two opposite approaches to implementation of robotics (bottom-up vs. top-down) can be identified.Ovaj članak istražuje upoznavanje djece u dobi od šest do deset godina s robotikom te ispituje upotrebu robota u školama i izvannastavnim aktivnostima. Središnja pitanja su 1) je li uvođenje robotike obuhvaćeno političkim strategijama i obrazovnim politikama i na koji način (RQ1) te 2) tko su glavni akteri uvođenja robota u obrazovno okruženje (RQ2). Kako bi se odgovorilo na ova pitanja, provedena je pilot studija u tri europske zemlje (Austriji, Litvi i Rumunjskoj) koja je uključivala analizu nacionalnih policy strategija, kao i intervjue s po tri dionika u svakoj zemlji. Članak ilustrira specifičnosti istraživanih zemalja prezentirane kao studije slučaja, raspravlja o njima i međusobno ih uspoređuje. Nalazi pokazuju kako obrazovne politike u analiziranim zemljama imaju za cilj preslikati Digitalnu agendu za Europu te da se mogu identificirati dva suprotna pristupa implementaciji robotike, odozdo prema gore i odozgo prema dolje.
