RoboTIC4HUMANS au service de l'acquisition de compétences dans l'éducation et la formation professionnelle

Address the digital transformation of society through the implementation of robots to increase students' digital capabilities and acquire critical and philosophical reflection on the place and rol...

Address the digital transformation of society through the implementation of robots to increase students' digital capabilities and acquire critical and philosophical reflection on the place and role of robots. Assistance or alienation? Through international exchanges, increase the flexibility of opportunities in ICT education and vocational training to the new needs of different labour markets

As part of the project, a number of activities were carried out to enrich pupils' skills and promote educational innovation. Students practised programming and took on challenges in multicultural groups, encouraging collaboration and learning about new technologies. Visits to professional sites enabled them to discover the professions linked to the life cycle of a robot, from its design to its use. Intercultural workshops and activities to develop critical and creative thinking were held in each country, culminating in the creation of an educational tool. A critical reflection was carried out on the place of robots through literature, cinema and economics, complemented by philosophical support on the question of the role and motivations of Man in the creation of robots. The project also encouraged the adoption of new teaching practices by developing bridges between disciplines, particularly between philosophy and artificial intelligence. These activities have been complemented by dissemination events such as the Erasmus Days exhibitions, aimed at sharing the results of the project with a wide audience.

The project has led to a number of tangible achievements and significant results. Tangible achievements include the assembly of robots by students, a travelling exhibition on women in STEM and a dedicated website. A teaching kit integrating robotics, philosophy and interculturality has also been designed. Transnational cooperation has strengthened educational innovation and the sustainability of robotics clubs. Finally, the project has facilitated the integration of pupils from immigrant backgrounds and encouraged new teaching methods, thereby helping to adapt training to the needs of the labour market and the digital transition. The integration of new educational practices and the establishment of lasting partnerships bear witness to the overall success of the project.