Application of STEM Components in Educational Robotics as a Means of Early Career Guidance to Technical Professions

Abstract

The article aims to theoretically justify the use of STEM components in educational robotics as a means of early career guidance for secondary school students toward technical professions. The work uses methods of systematic analysis, comparative review, and generalization of the results of more than 15 scientific publications (2019–2025) by Ukrainian and foreign authors. A content analysis of meta-studies evaluating the impact of robotics on the academic achievement and motivation of students was carried out, as well as a synthesis of empirical studies devoted to practical formats of robotics classes. The results prove that educational robotics organically combines science, technology, engineering, and mathematics, creating a practice-oriented environment that promotes the formation of STEM competencies. An analysis of meta-studies and review papers shows that robotics classes have a moderately positive impact on students' academic achievements and their attitude toward the educational process. Integrated interdisciplinary courses, clubs, and competitive platforms increase interest in technical disciplines and develop project skills, critical thinking, and teamwork. The problem of standardizing didactic approaches and methods for assessing the career guidance effect, as well as adapting international models to the Ukrainian context and resource provision for educational institutions, remains unresolved. The conclusions summarize that the proposed conceptual framework for integrating STEM components into robotics educational projects at the level of general secondary education institutions enables the development of practical recommendations on the structure of classes, forms, and tools for assessing career guidance. The widespread implementation of such a model in the future will contribute to the timely identification of technical aptitudes among students, the formation of a lasting interest in engineering and technical professions, and the improvement of the quality of professional self-determination.