The integration of artificial intelligence, robotics, and computational thinking in education: Overview and trends

This systematic review examines the simultaneous integration of artificial intelligence, educational robotics and computational thinking in formal education environments. In a global situation marked by digital transformation, it was found that little research has been carried out into these three key areas taken as a whole. The methodology employed followed the PRISMA guidelines, with searches being conducted in Web of Science, Scopus, and Semantic Scholar for works published between 2018 and 2025. After applying strict inclusion and exclusion criteria, 16 empirical studies were analyzed. The results indicate an exponential increase in recent studies employing active methodologies like project-based learning, the STEAM approach and cooperative learning. The interventions analyzed produced significant improvements in cognitive competencies, motivation and collaboration skills. Three thematic clusters were identified—emerging technologies, education designs, and syllabus strategies. Authors highlighted benefits such as the personalization of learning, the development of 21st century competencies and preparation for entry into the labor market, while also describing challenges associated with teacher training, technological infrastructure and digital equality. This review helps consolidate an emerging field of study, demonstrating the need for more in-depth future research into the joint implementation of such innovations in teaching contexts.