IJIET 2026 Vol.16(3): 805-817
doi: 10.18178/ijiet.2026.16.3.2553
doi: 10.18178/ijiet.2026.16.3.2553
Robotics as a Tool for Value-Oriented Education in Primary Schools: A Case Study in Kazakhstan
Nurlan Karatayev1,*, Almira Ibashova1, Kairat Mamayev1, Yegemberdi Tenizbayev2,
Saule Baіzakova3, and
Ainur Sundetbayeva3
1. Department of Computer Science, Zhanibekov University, Shymkent, Kazakhstan
2. Department of Technology and Information Technologies, Central Asian Innovation University, Shymkent, Kazakhstan
3. Information and Communication Technologies and Robotics Educational Programs, Arkalyk Pedagogical University named after Ybyray Altynsarin, Arkalyk, Kazakhstan
Email: karataev.90@mail.ru (N.K.); almira_i@mail.ru (A.I.); kayrat_m@mail.ru (K.M.); Ukgi.olip@mail.ru (Y.T.); saule_alikosh@mail.ru (S.B.); sundetbayevaa90@maіl.ru (A.S.)
*Corresponding author
2. Department of Technology and Information Technologies, Central Asian Innovation University, Shymkent, Kazakhstan
3. Information and Communication Technologies and Robotics Educational Programs, Arkalyk Pedagogical University named after Ybyray Altynsarin, Arkalyk, Kazakhstan
Email: karataev.90@mail.ru (N.K.); almira_i@mail.ru (A.I.); kayrat_m@mail.ru (K.M.); Ukgi.olip@mail.ru (Y.T.); saule_alikosh@mail.ru (S.B.); sundetbayevaa90@maіl.ru (A.S.)
*Corresponding author
Manuscript received August 1, 2025; revised August 29, 2025; accepted October 9, 2025; published March 19, 2026
Abstract—The present study evaluates the pedagogical potential of educational robotics as a tool for fostering value orientations among primary school students in Kazakhstan. Using a quasi-experimental mixed-methods design, 122 fourth-grade students from two urban schools were assigned to either an experimental group, which completed an 8-week “Robotics + Values” module, or a comparison group that followed a standard robotics curriculum. The intervention combined robotics activities with explicit tasks promoting collaboration, respect for shared resources, cultural identity, and public presentation. Findings revealed significant gains in cooperation, respect, and civic engagement for the experimental group compared to the control. Observational data confirmed more frequent peer assistance, respectful listening, and references to cultural themes, while reflective responses and teacher interviews indicated that these norms transferred beyond robotics classes. Based on the field data, a process model was proposed to illustrate how technical activities can progressively acquire social and cultural meaning, linking collaborative construction and programming with narrative localization and public recognition. The results suggest that educational robotics, when designed with intentional value integration, can serve a dual role in primary education: building Science, Technology, Engineering, and Mathematics (STEM) competencies and cultivating prosocial values. These findings contribute to global discussions on the integration of character education into STEM and provide practical guidance for curriculum innovation in contexts of digital transformation.
Keywords—educational robotics, value-based education, primary school, collaboration, respect, patriotism, Science, Technology, Engineering, and Mathematics (STEM), positive technological development
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—educational robotics, value-based education, primary school, collaboration, respect, patriotism, Science, Technology, Engineering, and Mathematics (STEM), positive technological development
Cite: Nurlan Karatayev, Almira Ibashova, Kairat Mamayev, Yegemberdi Tenizbayev, Saule Baіzakova, and Ainur Sundetbayeva, "Robotics as a Tool for Value-Oriented Education in Primary Schools: A Case Study in Kazakhstan," International Journal of Information and Education Technology, vol. 16, no. 3, pp. 805-817, 2026.
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).