Robotics for Inclusive Education in Mexican Institutions — Observatory


The nationwide invitation was issued with the only requirement that people be students of legal age. The first stage of the educational process involved 25 students from 12 different campuses of six Mexican universities. The University of Guadalajara, Tecnologico de Monterrey, Universidad Michoacana de San Nicolás de Hidalgo, Tecnologico Nacional de México, Universidad de Colima and Universidad Autónoma de Aguascalientes were present in the virtual modality of the workshops, representing 77% some participants.

To measure the impact of the project, we used five redesigned tools to obtain qualitative and quantitative data: 1) pre-test and post-test, 2) observation scale, 3) satisfaction survey, 4) sentiment analysis and 5) survey usability. The first analysis of these tools showed positive results in the interactions, revealing a high level of interest from the participants, an increased understanding and retention of the concepts covered, positive feedback and an appreciation of the space provided during the study. .

The latter is an encouraging invitation to create such spaces within the classes because the participants expressed satisfaction from interacting in a space where issues of sexual and gender diversity were addressed in the satisfaction survey and personally at the end of the workshops. The openness of the interactions was healthy and allowed the participants not only to feel recognized but also to become familiar with the concepts to be learned and to contribute to the teaching process.


Ongoing preparation to adapt to new technologies and learning content must go hand in hand with preparation for diversity. Why not unify these tools to improve educational processes that contain inclusivity? Teachers bear primary responsibility for educational processes, so preparing for diversity should be a topic of focus when interacting with new generations of students. As human beings in dynamic societies, we experience constant change. It is not enough to be experts in our fields of knowledge; our classroom roles must include a global perspective, reflecting our institutions’ intentions to be examples of readiness and timeliness.

The work presented in this article is a proposal for an implementation social robotics that helps us solve problems still unknown in classrooms in many places in Mexico and around the world, generating inclusion and positive responses from people who attend the workshops. However, this proposal is only one of the many ways in which we can create spaces for dialogue. As teachers, we have a lot of work ahead of us to find different dynamics to ensure that everyone inside our classrooms feels safe. Just as we are constantly preparing to offer the best in our classrooms and adapting the best educational technologies, we must prepare for diversity and inclusion issues in the new world.

About the Author

Christian Fernando Lopez Orozco ([email protected]) is a recent graduate of the Master of Science in Engineering program at Tecnologico de Monterrey, Mexico City campus. This article is part of the thesis work entitled “Technological approach for inclusive education in Mexican institutions: the NAO robot as a teaching tool on sexual and gender diversity”.

Thesis directors

Dr. Edgar Omar López Caudana ([email protected]). Institute for the Future of Education, Tecnologico de Monterrey.

Dr. Pedro Ponce Cruz ([email protected]). School of Engineering and Science, Tecnologico de Monterrey.

Robotics “NAO TEAM, CCM” by Tecnologico de Monte


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