Implementing robotics as a compulsory subject in Vietnam's K-12 education has shown significant success in developing students' STEM skills, with male students generally exhibiting stronger problem-solving abilities while female students show promising improvement in self-learning skills over time.

Objective: The main goal of this study was to evaluate the implementation of a compulsory robotics teaching program across FPT Education (FE) institutions in Vietnam, examining its effectiveness in developing students' STEM knowledge and skills, and understanding the factors influencing student learning outcomes.

Methods: The researchers conducted a mixed-methods study involving both quantitative and qualitative approaches. For the quantitative component, they surveyed 2,192 students from grades 6, 7, 10, and 11 across 10 school locations in 8 provinces using an online questionnaire (Microsoft Forms). The questionnaire collected data on students' personal information, robotics knowledge, skill development, and interest levels. For the qualitative component, they conducted focus group discussions with 41 students from grades 1, 2, and 3, and in-depth interviews with 30 teachers. The study sample was distributed across three regions of Vietnam (North, Central, and South), with male students representing approximately 64% of participants.

Key Findings:

• Over 95% of students across all grade levels recalled studying key robotics concepts such as structures, sensors, control programming, communication, electrical systems, robot characteristics, and engineering processes.
• More than 90% of students reported that robotics education provided opportunities to explore and apply knowledge from STEM-related subjects (mathematics, physics, and information technology).
• Over 70% of students indicated that learning robotics helped them explore and discover additional STEM knowledge.
• Students reported developing various skills through robotics education, including problem-solving skills, group working skills, self-learning abilities, and improved understanding of real-world phenomena.
• Gender differences were observed, with male students demonstrating significantly better problem-solving skills, self-directed learning abilities, and understanding of problems compared to female students.
• Female students' self-learning skills improved over time across grade levels, suggesting that continued robotics education increases their interest and engagement with technology.
• A positive correlation was found between students' skills (self-learning, problem-solving, teamwork) and their interest in robotics (focusing on listening, active discussion, creative ideas).

Implications:

• The findings demonstrate that robotics education can be successfully implemented as a compulsory subject across all K-12 grade levels, including early elementary grades.
• The program promotes interdisciplinary learning, helping students understand the relevance of other STEM subjects and increasing their motivation to learn.
• Robotics education develops not only technical knowledge but also essential skills such as problem-solving, teamwork, self-learning, and creativity.
• The study suggests that well-designed learning environments and teaching methods are crucial for effective robotics education.
• The implementation provides a model for Vietnam's national technology development strategy, which emphasizes STEM and AI education.
• The improvement in female students' skills over time indicates that sustained robotics education can help address gender gaps in STEM fields.

Limitations:

• The gender distribution was unbalanced, with male students representing approximately 64% of the sample, which may affect the generalizability of gender-related findings.
• The study primarily relied on self-reported data from students and teachers, which may be subject to response bias.
• While the study included students from different regions, it was limited to FPT Education institutions, which may not be representative of all Vietnamese schools.
• The quantitative survey was restricted to grades 6, 7, 10, and 11, with only qualitative data collected from younger students.
• The study did not include a control group of students not learning robotics, making it difficult to isolate the specific effects of the robotics program.

Future Directions:

• Expand the robotics program to cover all K-12 levels and extend it to more provinces throughout Vietnam.
• Conduct further studies on other grade levels and skills not fully explored in the current research.
• Develop specific strategies to encourage female students in robotics education and address gender differences.
• Investigate long-term impacts of robotics education on students' academic achievement and career choices.
• Design more effective learning environments and teaching methods to maximize the benefits of robotics education.

Title and Authors: "Teaching Robotics for K-12 Students as Compulsory Subject in Vietnam" by Cong Duan Truong, Ngoc Tuan Le, Thu Trang T. Phung, Quang Vu Nguyen, Bao Chau Do, Bich Hang T. Tran, Xuan Khiem Nguyen, and Phuoc Vinh Tran.

Published On: 2025 (according to the copyright notice)

Published By: 2025 14th International Conference on Educational and Information Technology (ICEIT), IEEE