STEM education and robotics in primary education in Spain: systematic review and comparative analysis
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https://doi.org/10.17979/arec.2026.10.1.12725Abstract
The progressive rollout of integrated STEM education and robotics in primary education in Spain make it necessary to reflect on issues affecting consistency of delivery and areas for improvement. This paper presents a systematic review of practices in Spain using the PRISMA 2020 protocol, analyses their theoretical and practical coherence in light of international scientific literature, and identifies what improvements may be needed. The results confirm the need to combine cooperative and collaborative learning with project-based learning and scientific inquiry, and to integrate the areas of mathematics and natural sciences through robot design, construction, and programming. In addition, more focus should be placed on the use of low-cost robotic resources, such as programming boards, and the development of educational inclusion through Universal Design for Learning.
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