Social robots disruptive artificial intelligence educational technology: Pre-service teachers’ perceptions in China, Russia and Slovenia
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Andreja Istenič 1 2 * , Liliya Latypova 3 , Violeta Rosanda 4 , Žiga Turk 2 , Roza Valeeva 5 , Xuesong Zhai 6
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1 Faculty of Education, University of Primorska, Koper, SLOVENIA2 Faculty of Civil and Geodetic Engineering, University of Ljubljana, SLOVENIA3 The Institute of Management, Economics and Finances, Kazan Federal University, RUSSIA4 State High School with Slovenian Teaching Language Ivan Cankar, ITALY5 The Institute of Psychology and Education, Kazan Federal University, RUSSIA6 College of Education, Zhejiang University, CHINA* Corresponding Author

Abstract

Artificial intelligence transforms human learning and education. Social robots in the elementary classroom enter the human sphere in the critical period of child’s development. Social robotic educational technology, designed for long-term emotional connections and relationships, raises questions in the pedagogic relations and interaction. Research on teacher perceptions and readiness is deficient. This paper reports analyses of aspects of child-social robot interaction are of concern to pre-service teachers from China, Russia and Slovenia. Findings indicate that at the heart of participating pre-service teachers in China, Russia and Slovania concerns are authenticity and humanness. Our findings show their concerns are mainly rooted in the belief that the robot shouldnot acquire the ability to perform authentic interactions nor should undertake a teaching roles. There is a widespread agreement among participants from three cultural contexts that teachers remain essential in educational contexts. In contrast, concerns related to social Interaction indicate notable group differences. The article highlights the teacher’s responsible planning and use of artificial intelligence educational technology.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

PEDAGOGICAL RES, Volume 11, Issue 2, April 2026, Article No: em0260

https://doi.org/10.29333/pr/18128

Publication date: 01 Apr 2026

Online publication date: 15 Mar 2026

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Article Downloads: 12

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