Educational robotics and inclusive teaching.

An accessible future for the developmentof emotional competence in students

Abstract

Starting from the research question: ‘How can educational robotics support the development of emotional competences in inclusive teaching contexts?’, the essay analyses several case studies, national and international legislative proposals and best practices, highlighting the progress made and in progress in supporting school inclusion. The results show that, thanks to interactivity and personalisation, robotics offers a safe environment for students with emotional and relational difficulties, improving communication and inclusion.