This article presents an overview of the various educational research and learning interventions referred to educational robotics and STEAM learning. For this, qualitative interpretive documentary research was carried out in specialized databases. Descriptors: educational robotics, learning-robotics, STEAM-robotics, STEAM skills, and computational thinking. As a result, the analysis of 105 documents published from 2005 to 2019 was obtained, they were organized according to language, geographic location, educational level, temporality, kind of investigation, and technology used. The educational experiences are mainly recorded in elementary and middle school levels. The benefits in terms of developing communication skills, teamwork, creativity, and problem-solving are highlighted. The didactic methodologies employed are problem-based learning, projects, and collaborative learning, experiential and playful learning, associated with constructionist theories
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This study explores the application of interdisciplinary STEAM education through project-based learning in a primary education context, including the participation of a student with intellectual and developmental disabilities (IDD). The project, titled "Let’s Create a Museum", was adapted to ensure accessibility and meaningful engagement for all students, regardless of ability. The methodology emphasized inclusive practices by integrating multiple intelligences, visual and tactile materials, teamwork, and differentiated tasks. The student with IDD was able to participate in constructing models, collaborating with peers, and presenting their work—demonstrating how STEAM environments, when designed inclusively, can support cognitive development, communication, and social integration for learners with diverse needs .