2026 ASEE Annual Conference & Exposition

This research-to-practice paper examines how high school robotics teachers and AI tool developers conceptualize the use of AI in supporting teaching and learning. Robotics education at the high school level can support problem-solving and creativity, thereby contributing to students’ interest in engineering. However, integrating robotics into classroom instruction presents instructional design challenges. As artificial intelligence becomes more visible in educational technologies, it is necessary to examine how key stakeholders interpret its role in robotics learning environments. The study was guided by the research question focused on stakeholders’ views of AI’s role in high school robotics education. Data were collected through three focus group discussions centered on an AI tool under development for integration with the XRP robot kit. Participants included fifteen high school robotics teachers across three groups and two AI tool developers who participated in all discussions. Transcripts were analyzed using inductive coding, followed by thematic clustering. Findings indicate that participants viewed AI as a tool for enhancing instructional design through support for curriculum development, project ideation, and access to credible learning resources. AI was also described as a real-time learning assistant that could aid debugging, scaffold problem solving, and respond to robotics-specific technical demands. Participants further noted AI’s potential to reduce teacher workload through administrative support, automated assessment, and personalized feedback. At the same time, they stressed the need to develop students’ critical AI literacy and responsible use practices. These findings offer early insights to inform the design of AI tools that are aligned with robotics instruction and classroom needs.