Emerging technologies are increasingly recognized for their transformative potential in education. Robotics, in particular, represents a growing frontier in teaching and learning, yet research trends, application characteristics, and educational outcomes remain insufficiently synthesized. Adhering to the PRISMA guidelines, this systematic review examines 373 empirical studies investigating educational robotics (ER) in Grades 1-12, published from 2000 to 2025. The analysis traces the evolution of ER over a 25-year period, delineating application patterns of application, pedagogical orientations, and learning outcomes. Based on this synthesis, the construct of “robotics literacy” (RL) is proposed as an integrative learning objective. To operationalize this concept, a Robotics Literacy Coding Framework is developed, synthesizing theoretical constructs from technological literacy, STEM literacy, computational thinking, and artificial intelligence literacy, thereby identifying four dimensions of RL and associated engagement outcomes. Findings indicate a marked increase in publications after 2011, with most studies focusing on programming skills, systems understanding, and computational thinking. ER interventions were implemented across all grade levels, peaking in middle grades (Grades 4-9), where construction-based kits predominated. Pedagogically, project-based and problem-oriented approaches were most common, supplemented by exploratory and contextualized strategies in lower grades and humanities-integrated settings. Reported outcomes highlight a strong emphasis on coding proficiency and conceptual knowledge of robotic systems, whereas engineering design, socio-ethical reasoning, and engagement were underrepresented, particularly in upper secondary education. These trends reflect both the consolidation of ER as an avenue for developing RL and persistent gaps that warrant more balanced and longitudinally coherent instructional frameworks. This review establishes a baseline for advancing ER research toward broader disciplinary integration, enriched literacy dimensions, and alignment with evolving technological and curricular demands, while providing a conceptual framework for guiding future RL evaluation. • This review synthesizes 373 studies on educational robotics from 2000 to 2025. • A novel Robotics Literacy framework integrates multiple core literacies. • The field emphasizes coding but underdevelops engineering and ethics. • Educational robotics shows peak effectiveness in middle school grades. • Contextualized pedagogical approaches decline in secondary education.
Yeung et al. (Fri,) studied this question.