Biography
Mr Maja Nikolova, muzejski savetnik, direktor UNIHUB-a, Beograd, Srbija. Njena istraživačka interesovanja obuhvataju istoriju školstva ali i alate u savremenoj nastavi, posebno one koje se odnose na usvajanje kompetencija koje omogućavaju uklapanje u savremeno društvo. Autor je više izložbi, naučnik članaka ko i stručne publikacije pod nazivom Robotska edukacija. Njena aktuelna istraživanja usmerena su ka ulozi veštačke inteligencije i robota kao osnove za razvoj kreativnosti u nastavi u višim razredima osnovne škole.
Conference contributions 1
ROBOT EDUCATION AND IA IN EDUCATION
The development of modern technology and its application in everyday life point to the need to prepare young generations for a new era in which robotics will play an important role. Therefore, as part of the teaching process, robotics is increasingly present in our primary and secondary schools. Namely, the use of robot in teaching allows us to acquire new knowledge through the game, breaks the fear of the unknown in new technologies, develops imagination and creativity and to acquire new knowledge and skills in programming, mechanics and electronics. In addition, the construction and programming of robots represent a motive for further advancement in work as well as in school and out-of-school activities. The integration of artificial intelligence (AI) into education is transforming not only the physical presence of robots in the classroom but also the less visible processes through which AI determines what educational robots perceive, how they respond, and what they teach next. Over the past decade, AI in education has expanded from experimental applications to a wide range of technologies, including adaptive learning platforms, intelligent tutoring systems, learning analytics, and generative language models capable of interacting with students. This paper examines the growing role of AI-powered educational robots and considers both the empirical evidence of their impact on learning and the normative frameworks developed by international organizations. Particular attention is given to the distinction between evidence derived from empirical studies and recommendations concerning the responsible and ethical use of AI in education. By bringing these perspectives together, the paper highlights the opportunities offered by AI for personalized and interactive learning while emphasizing the importance of maintaining a clear distinction between demonstrated educational outcomes and broader institutional recommendations. The aim of this paper is to point out the need for teacher education to use educational robots in their work and AI for personalized and interactive learning. The methodology of work is based on the previusly published experience in this field as well as on the analysis of the offered facts. The results obtained by the qualitative analysis will point out the important place for robotic education in the new system of upbringing and education.