Barriers and proposals for the didactic integration of EV3 educational robotics in secondary education

The integration of educational robotics at the secondary level has presented a persistent challenge in technical and rural contexts, despite its recognized pedagogical potential. Within this framework, the present study analyzed the challenges and possibilities of integrating LEGO Mindstorms EV3 educational robotics into the mathematics curriculum of the first cycle of secondary education, using the San Pablo Polytechnic Institute, located in San Juan de la Maguana, Dominican Republic, as a case study. The research adopted a qualitative approach, based on the socio-critical paradigm, using an action research and case study design. Data collection methods included a diagnostic questionnaire, open-ended interviews, participant observation, and document analysis. The results revealed insufficient teacher training, a predominantly instrumental use of the EV3, a lack of interdisciplinary curriculum planning, and structural and institutional limitations that hinder its systematic pedagogical integration. Furthermore, while teachers expressed a positive assessment of the resource, they also felt pedagogical uncertainty regarding its didactic implementation. In conclusion, the study has shown that the effective integration of educational robotics depends on contextualized teacher training, institutional support, and the incorporation of active pedagogical approaches, such as maker culture, that allow technology to be meaningfully integrated into the curriculum.