A Decade of Drone-Based Learning in Primary Education A Systematic Review

Aim/Purpose: Drone technology is emerging as a pedagogical tool in Science, Technology, Engineering, Arts, and Mathematics (STEAM) education, with the potential to foster 21st-century skills. This paper addresses the lack of consolidated evidence by examining global trends and learning outcomes associated with Drone-Based Learning (DBL) within primary education. Background: Although drones are increasingly integrated into educational contexts, research remains dispersed, methodologically heterogeneous, and often limited to short-term interventions. This review responds to this gap by synthesizing a decade of DBL initiatives in primary schools (2014-2024). Methodology: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we screened 706 records and selected 21 studies focusing on STEAM activities integrating drones in primary education. Data were extracted on pedagogical aims, competencies targeted, assessment methods, and reported outcomes. Contribution: This review provides a comprehensive, systematic synthesis of DBL in primary education, mapping curricular applications, competency development, methodological trends, and assessment approaches, while identifying structural constraints and distinguishing between field-level and contextual limitations. Findings: Across studies, DBL activities were associated with increased student engagement, collaboration, and satisfaction. They reported learning outcomes clustered around technological skills (e.g., programming, computational thinking), transversal competencies (e.g., teamwork, problem-solving), and specific subject domains (e.g., language, environmental education). However, most studies relied on self-reported perceptions, non-standardized assessments, and short-term interventions; only three employed pre/post measurements. These findings indicate that DBL in primary education remains an emerging and not yet consolidated research domain. Recommendations for Practitioners: Educators implementing DBL should combine drone activities with clear competency-based learning objectives and use diversified assessment tools, such as performance tasks and observations, to capture both procedural and transversal learning. Recommendation for Researchers: Future DBL studies should adopt more rigorous designs, preferably mixed-methods or longitudinal studies, and apply standardized assessment instruments to enhance robustness and comparability. Impact on Society: By enabling early engagement with technological and transversal skills relevant to the Fourth Industrial Revolution (4IR), DBL can help reduce digital skill gaps and promote inclusive access to emerging technologies in primary classrooms. Future Research: Further work should develop standardized evaluation frameworks, interdisciplinary pedagogical models, and longitudinal studies to strengthen the evidence base for DBL and support its scalable integration into primary curricula.