Research Article
Embedding Space Exploration Scenarios into Educational Robotics for STEM Education: ARCSSTE-E’s Technical Approach and Validation
Samuel Igbokwe Anih*
,
Seyi Festus Olatoyinbo
Issue:
Volume 1, Issue 2, June 2026
Pages:
57-65
Received:
9 June 2026
Accepted:
25 June 2026
Published:
17 July 2026
Abstract: This paper presents a comprehensive case study of how the African Regional Centre for Space Science and Technology Education in English (ARCSSTE-E) has systematically implemented Robotics in Education (RiE) across Nigeria's geopolitical zones through its Space Education Outreach Programme (SEOP). The initiative centres on a structured Robotics Education Program (REP) that employs space-themed, project-based robotics activities to foster STEM engagement, computational thinking, and problem-solving skills among students. By integrating low-cost robotic platforms with authentic space mission simulations - such as planetary exploration, crewed spaceflight operations, satellite assembly and operations, and habitat design - the program creates immersive learning experiences that transcend traditional classroom boundaries. The REP is grounded in constructionist learning theory, emphasizing hands-on, collaborative problem-solving where students actively construct knowledge through designing, building, and programming robotic systems. The program utilizes accessible platforms such as LEGO Mindstorms and Arduino-based kits, supported by a pedagogical progression from block-based to text-based programming languages. The implementation strategy employs a phased, zone-by-zone replication model supported by a robust multi-stakeholder partnership framework that provides sustained engagement, while teacher training programs have equipped educators with robotics pedagogy and technology integration skills. The evaluation framework builds upon foundational assessment methodologies developed during the Humano-Robot Learning (HuRL) project, which established baseline protocols involving 160 students across eight schools. HuRL outcomes demonstrated significant impact: 93.1% of students reported improved STEM learning, 91.3% showed enhanced understanding of robotics concepts, and 95.0% indicated increased academic motivation. These findings validate the pedagogical approach and have informed current REP practices. Assessment data indicate significant gains in student engagement, self-efficacy in technology use, and positive attitude shifts toward STEM careers. This paper details the program's pedagogical framework, implementation strategy, assessment outcomes, and alignment with international best practices. It concludes with evidence-based recommendations for sustainable scaling in developing countries, emphasizing the importance of institutional partnerships, contextual adaptation, and community engagement.
Abstract: This paper presents a comprehensive case study of how the African Regional Centre for Space Science and Technology Education in English (ARCSSTE-E) has systematically implemented Robotics in Education (RiE) across Nigeria's geopolitical zones through its Space Education Outreach Programme (SEOP). The initiative centres on a structured Robotics Educ...
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Research Article
Stakeholder Perspectives on Optimizing AI-Driven Education Technology for Personalized Learning Outcomes in Kenya's Competency-Based Curriculum
Bulinda Major Vincent*,
Cynthia Mwau
Issue:
Volume 1, Issue 2, June 2026
Pages:
66-72
Received:
3 October 2025
Accepted:
17 October 2025
Published:
27 July 2026
Abstract: To overcome obstacles like inadequate infrastructure and a lack of prepared teachers, data-driven optimization of AI-driven educational technologies is necessary to improve personalized learning under Kenya's Competency-Based Curriculum (CBC), which has been in place since 2017 to place an emphasis on skill-based and learner-centered education. Research has indicated that teachers have a moderate level of faith in AI and that there needs to be an ethical component to information and communication technology (ICT) education. New initiatives, like Kenya's National AI Strategy 2025–2030, aim to close the skills gap among the country's young population (median age: 19). This study examines survey responses from 30 stakeholders at Jogoo and Kiamabundu DOK Primary Schools (33.33% teachers, 20% children) in order to develop artificial intelligence tools that enhance results in neglected areas. Factors identified by multivariate statistical analysis, including Principal Component Analysis (PCA), include a moderate level of computer literacy (73.33%), a lack of experience with artificial intelligence (60%), and a strong endorsement of teacher training (50% deem it essential/significant). In line with initiatives such as digital literacy programs and AI-powered teacher support tools, such as chatbots for lesson preparation and grading, these findings point out the value of capacity building and the challenges to adoption. With 53.34% of respondents noting a significant or moderate impact on learning outcomes, optimization modeling prioritizes AI platform features such as interactive content (36.67%), personalized learning paths (33.33%), and real-time feedback (26.67%). This guarantees the optimization of CBC's learner-centric objectives. To promote inclusive education, these mathematical models provide a scalable framework for low-infrastructure solutions like virtual tutors and platforms based on short message service (SMS). Policymakers and EdTech developers in Kenya can use the findings as a guide to include AI in CBC that addresses the needs of everyone involved, reduces dependence on infrastructure, and supports fair, modern education.
Abstract: To overcome obstacles like inadequate infrastructure and a lack of prepared teachers, data-driven optimization of AI-driven educational technologies is necessary to improve personalized learning under Kenya's Competency-Based Curriculum (CBC), which has been in place since 2017 to place an emphasis on skill-based and learner-centered education. Res...
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