A meta review of programming and robotics in schools

Abstract

This meta‐review explores the nature and scope of evidence syntheses on programming and robotics in primary and secondary education. It aims to identify benefits, challenges, and directions for future research, as well as to appraise the quality of evidence syntheses being conducted. A systematic search was conducted in Web of Science, Scopus, EBSCOhost (all databases including ERIC), and with the OpenAlex platform. After screening, 49 relevant evidence syntheses published between 2012 and 2023 were identified, and the Quality of Evidence Synthesis Tool (QuEST) was used to assess methodological rigour. Systematic reviews dominate evidence syntheses in programming and robotics education, with a recent rise in meta‐analyses, and publications were spread across 37 journals indicating interdisciplinary interest. Authors are mainly from Europe and Asia, with mostly domestic collaborations, and the overall medium quality of syntheses points to a need for more robust methodological standards. While programming and robotics education offer benefits such as enhanced cognitive development and creativity, challenges persist including resource limitations, teacher training, and cognitive load. The review calls for high‐quality, internationally collaborative research on effective pedagogical practices, cognitive load management, and the integration of AI in education.

Rationale for this study: While programming and robotics are increasingly integrated into school curricula worldwide, the quality, focus, and methodological rigour of existing evidence syntheses remain uncertain. This study systematically evaluates these aspects to clarify the current state of knowledge in the field.

Why the new findings matter: This review provides an overview of 49 evidence syntheses, highlighting both educational benefits and challenges, and pointing to a need for more robust, internationally collaborative, and methodologically sound systematic reviews. The review not only synthesises what is known about programming and robotics research in primary and secondary education, but indicates where key gaps remain, helping to direct future research towards meaningful questions.

Implications for researchers, practitioners, and policymakers: For researchers, the findings are useful in identifying research gaps and highlighting the methodological improvements needed in future evidence syntheses. Practitioners and policymakers can use these findings to develop better teaching practices, give teachers clearer guidance and resources, and focus on teacher training to address practical challenges.