TITLE

Exploring Teachers’ Perceptions on the Integration of Robotics to Potentially Gifted Elementary Learners

AUTHORS

Japhet S. Tendoy
University of Perpetual Help System-DALTA, Las Piñas City, Philippines
Email: japhettendoy@gmail.com

Bravanti B. Francia
University of Perpetual Help System-DALTA, Las Piñas City, Philippines
Email: bravanti.ivan11@gmail.com

JOURNAL INFORMATION

QualiSearch Journal of Educational Research and Practice
Volume 2, Issue 3, March 2026
ISSN 3082-5636

DOI

DOI: Pending Crossref registration

ABSTRACT

This study explored teachers’ perceptions regarding the integration of robotics into the curriculum for potentially gifted elementary learners in Iloilo Province, Philippines. Grounded in a constructionist epistemology and guided by the Theory of Planned Behavior, the study employed an exploratory descriptive qualitative design to capture teachers’ contextualized insights on robotics as an instructional innovation. Fifteen special science teachers were purposively selected based on their experience in handling enriched programs for high-performing learners. Data were generated through semi-structured interviews and analyzed using thematic analysis, allowing for the identification of patterns grounded in participants’ narratives. Findings revealed that teachers perceive robotics as a highly valuable pedagogical tool that enhances higher-order thinking, creativity, engagement, and socio-emotional development through collaborative and hands-on learning experiences. However, significant barriers emerged, including limited teacher training, insufficient technical expertise, inadequate infrastructure, financial constraints, and inequities in resource access across schools. Four major themes were identified: the educational value of robotics, challenges in teacher preparedness and resources, the need for equity and contextualization using low-cost materials, and alignment with national curriculum reforms and 21st-century learning goals. The study contributes to the discourse on technology integration in gifted education by foregrounding teacher perspectives in a developing country context. It underscores the necessity of systemic support, professional development, and context-responsive strategies to ensure sustainable and inclusive robotics integration.

Keywords: robotics integration, gifted education, teacher perceptions, qualitative research, STEM education

CITATION (APA FORMAT)

Tendoy, J. S., & Francia, B. B. (2026). Exploring teachers’ perceptions on the integration of robotics to potentially gifted elementary learners. QualiSearch Journal of Educational Research and Practice, 2(3).

Corresponding Author

Japhet S. Tendoy (japhettendoy@gmail.com)

This article is licensed under a Creative Commons Attribution 4.0 International License.

Published: March 2026