Methodological roadmap for the implementation of the MEIDI model

Abstract

This article analyzes educational robotics as a didactic resource for strengthening secondary teacher education, particularly within the framework of STEAM areas and the development of digital, pedagogical, and socio-emotional competencies. The aim was to identify the skills developed by teachers through educational robotics training processes and to assess the conditions that support its incorporation into pedagogical practice. A qualitative and interpretive systematic literature review was conducted based on publications from 2018 to 2023, retrieved from SciELO, Google Scholar, and LA Referencia. The initial corpus consisted of 47 documents, of which 21 were selected because of their direct relationship with educational robotics, teacher training, and curricular integration.
The findings show that educational robotics contributes to the strengthening of four competency dimensions: technical-digital, pedagogical, cognitive, and socio-emotional. However, the review also identifies important tensions: most studies highlight positive effects on motivation and active learning, but they warn that such benefits depend on teacher training, resource availability, didactic planning, and institutional support. In the Nicaraguan context, experiences in micro-educational robotics and technology provision policies create relevant opportunities, although challenges remain regarding sustainability, continuous training, and the production of local evidence. It is concluded that educational robotics should be understood as a cross-cutting pedagogical strategy rather than merely a technological tool.