The Impediments to the Process of Implementing Robotics in the School Education System in Uzbekistan

Abstract

Uzbekistan has not adopted robotics education as the school curriculum yet. However, several robotics learning centers have introduced robotics education in an informal setting. This research paper aims to highlight the essence of robotics education in Uzbekistan investigating the perception of parents and children to their full potential and identifying impediments to the process of implementing robotics in Uzbekistan. This research study involves primary and secondary research methods. A systematic literature review was conducted to examine the reflection of robotics education among primary and secondary school children. Official statistical data was gathered to prove the scope of demographics. Primary data was collected through the survey among parents whose children attended robotics classes. Ultimately, the authors have used empirical evidence to provide recommendations and solutions on how to implement robotics education effectively in Uzbekistan. Much emphasis has not been put on robotics education in Uzbekistan, despite reforms in the field of STEM education. Moreover, the condition (including teachers, lesson materials, classrooms, computers, and robotics kits) to implement robotics classes as more developed countries are doing has not been created properly, which hampers the introduction of robotics at schools. In addition, the majority of parents are not fully aware of the authentic value of robotics education in children’s lives. Hence, Uzbek schools are lagging in the field of robotics.