Highlighting the Transformative Potential of Robotics in Shining Light Academy: An Educational Framework Model

Abstract

Robotics has thrived as an emerging field with the potential to transform passive learning into an engaging, hands-on experience that not only imparts theoretical knowledge but also fosters practical application. This research aims to address this gap by proposing a comprehensive framework for Shining Light Academy, emphasizing not only the integration of robotics but also strategies to maximize its educational impact while navigating the challenges unique to smaller institutions. This study will employ a Grounded Theory Approach to explore the transformative potential of robots in the academy's curriculum and teaching practices. A qualitative methodology will be used, involving semi-structured interviews, classroom observations, and focus group discussions with key stakeholders including teachers, students, and parents. The primary aim is to develop an educational framework model that illustrates how robotics is implemented in teaching, the interaction between students and robots, and how teachers facilitate learning using robotics as a tool. The study highlights that robotics education plays an essential role in preparing students for the future by developing their creativity, problem-solving abilities, and teamwork skills. To improve robotics education, the academy should invest in comprehensive teacher training programs, including workshops, online courses, and mentorship opportunities.