Imagine a world where machines perform complex surgeries, correctly

manufacture complicated gadgets, and even contribute in education. This is

no longer science fiction but the reality we live in today. As students, we can’t
help but be fascinated by how technology continues to shape the world
around us. Seeing robotics become an essential part of industries—from
healthcare and engineering to manufacturing and education—makes us
realize just how relevant it is to our daily lives. It is no longer just about
convenience, it’s the modernation of how we work and learn. With automation
becoming the new standard, we recognize the importance of developing the
skills and knowledge needed to thrive in a world driven by technology.

Automation, robotics, and artificial intelligence are advancing in

industries at a fast rate, there is still a great demand for professionals who are
highly skilled in these areas. However, this transition raises a critical question:
Are senior high school students adequately prepared for a future where
technology drives nearly every aspect of life? Many schools do not offer any
training on robotics which makes many students miss out on important
technical skills, problem-solving abilities as well as applications of science,
technology engineering, and mathematics (STEM) concepts. This may
prevent them from meeting the growing expectations of an industry where
innovation and automation are needed.

Background of the Study

The use of robotics in STEM education has been recognized globally

as an effective tool for enhancing student engagement and learning.
According to Eguchi (2016)1, robotics serves as a great motivator in active
learning, computational thinking, and interdisciplinary problem-solving in
STEM. His study underscores how robotics education enhances logical
reasoning, creativity, and teamwork while providing practical experience in
engineering and computational concepts. Additionally, Nugent et al. (2016)2
highlights that robotics-based learning enhances students ability to think
critically and apply theoretical knowledge to real-world problems, making them
better prepared for future technological advancements. These international
studies indicate that integrating robotics into STEM curriculum equips
students with essential 21st-century skills necessary for success in science
and technology careers.

Studies have considered robotics education as an importation of a part

into STEM programs at the national level because it engages students in
acquiring future-ready skills. Research conducted by Kim et al. (2015)3
highlights the place of national policies and initiatives among the other support
in underlying robotics integration to develop critical thinking, problem-solving,
and innovation in students. In realization of this, government and private
sectors have designed programs that train educators while allowing students
to participate in robotics competitions and securing funding to help schools set
up robotics laboratories and purchase other needed materials. Such programs
guarantee that students have some hands-on experience with robotics,
developing the computational and engineering skills needed as the digital
economy evolves. These national programs analyzes the gap between theory
and application, which is very important in preparing students for careers in
science, technology, and engineering. Several national educational projects
and policies advocate for applying robotics into science and technology.
Agencies of the government and the private sector have emphasized the
need for robotics training to help develop critical thinking and problem-solving
skills among students.

There have been community efforts at the local level with the active
involvement of schools and colleges in promoting robotics education,
supported by partnerships with companies and community organizations.
Schools and universities across various parts of the country have initiated
robotics as part of STEM courses by forming robotics clubs, conducting
workshops, and resulting in competitions. Their activities allow hands-on
exposure to real-life applications of theoretical concepts. In addition,
universities work with local companies and tech firms to provide resources
and mentorship that complement robotics education in the region. According
to Garcia & Cruz (2020)4, local initiatives that integrate robotics into STEM
education have led to increased student motivation and higher academic
performance in science and mathematics subjects.

To prepare students for the changing digital economy, robotics

education now has valuable importance. By the involvemet of robotics into the
STEM curriculum, national and international efforts to achieve better student
engagement through critical thinking and hands-on learning are being taken.
As stated by Johnson & Adams (2018)5, robotic programs at schools improve
the problem-solving ability and team-work capability of students that groom
them to be in real-life technological problems.

In pursuing this goal, the school has formed robotics clubs, introduced
training program schedules, and further encouraged students to participate in
both national and international competitions. These experiential learning
experiences in engineering and computational thinking would reinforce
learning done in classrooms theoretically. Furthermore, the schools have also
developed mentorship programs with professionals in the industry and
collaborated with local technology firms for further improving the students'
prowess through applied technical knowledge, ensuring proper preparation for
future careers in the STEM study areas.

While robotics has been successfully integrated into STEM education

in many countries, its implementation in senior high schools remains limited in
the Philippines. Research indicates that robotics entails motivation,
inspiration, and teamwork to students, improvement in logic and
computational thinking, and making concepts in STEM more real-world
applicable. However, a number of senior high schools don't have structured
robotics programs; hence, students would be surrounded by electronics and
digital technology and wouldn't be ready for a career in an increasingly
digitized and technology-driven world. The proposed teachings, therefore, on
robotics in the STEM curriculum at senior high school would be that exposure
and practical narrowing of students' analytical skills and career paths in
various fields of science and technology. This would bring realization to many
about the relevance of robotics education towards building an innovative
environment among future innovators at STEM degrees.

This study is significant for a variety of stakeholders. It is a chance for

students to participate in active learning, acquire relevant skills, and exercise
their imagination and creativity. For educators, it presents an effective
teaching tool that enhances student engagement and learning outcomes in
STEM subjects. For schools and education policymakers, the study provides
a base to rethink the approach to teaching STEM subjects and modernization
of the curriculum in the context of the state of technology in the world.
Additionally, the study supports the current work of the Department of
Education, as well as the national educational policies that deal with the
integration of science and technology into education to make students
relevant in the modern automated society.

The purpose of this study is to investigate the incorporation of robotics

within STEM subjects in senior high school education, particularly at the
University of Saint Anthony (USANT). This study aims to analyze how robotics
integration in education can improve the learning experience, problem-solving
abilities, and creativity in science and technology.
 [1] Eguchi, A. (2016). RoboCupJunior for Promoting STEM Education,
21st Century Skills, and Technological Advancement through Robotics
Competition. Robotics and Autonomous Systems, 75, 692-699.

[2] Nugent, G., Barker, B., Grandgenett, N., & Adamchuk, V. (2016).
The Impact of Educational Robotics on Student STEM Learning, Attitudes,
and Workplace Skills. Robotics and Autonomous Systems, 75, 692-699.

[3] Kim, C., Choi, H., Han, J., & So, H. J. (2015). Enhancing Teachers'
ICT Capacity for the 21st Century Learning Environment: Three Cases of
Teacher Education in Korea. Australasian Journal of Educational Technology,
31(1), 45-63.

[4] Garcia, R., & Cruz, J. (2020). Impact of Robotics Programs on

Student Learning and Attitudes in Central Philippine Schools. International
Journal of Educational Technology, 7(2), 15-24.

[5] Johnson, M., & Adams, S. (2018). Implementing Robotics Programs

in Schools: A Case Study of Teachers' Experiences. Journal of Technology
Education, 29(2), 66-82.

Links
[1] https://www.sciencedirect.com/science/article/abs/pii/
S0921889015001281
[2] https://experts.nebraska.edu/en/publications/the-impact-of-educational-
robotics-on-student-stem-learning-attit?
[3] https://ajet.org.au/index.php/AJET/article/view/805
[4] https://pdfs.semanticscholar.org/df12/
c41f31204bba5edd6fde34e070dd1af7f945.pdf?
[5] https://files.eric.ed.gov/fulltext/EJ1288519.pdf?