Embedding Space Exploration Scenarios into Educational Robotics for STEM Education: ARCSSTE-E’s Technical Approach and Validation

This paper presents a comprehensive case study of how the African Regional Centre for Space Science and Technology Education in English (ARCSSTE-E) has systematically implemented Robotics in Education (RiE) across Nigeria's geopolitical zones through its Space Education Outreach Programme (SEOP). The initiative centres on a structured Robotics Education Program (REP) that employs space-themed, project-based robotics activities to foster STEM engagement, computational thinking, and problem-solving skills among students. By integrating low-cost robotic platforms with authentic space mission simulations - such as planetary exploration, crewed spaceflight operations, satellite assembly and operations, and habitat design - the program creates immersive learning experiences that transcend traditional classroom boundaries. The REP is grounded in constructionist learning theory, emphasizing hands-on, collaborative problem-solving where students actively construct knowledge through designing, building, and programming robotic systems. The program utilizes accessible platforms such as LEGO Mindstorms and Arduino-based kits, supported by a pedagogical progression from block-based to text-based programming languages. The implementation strategy employs a phased, zone-by-zone replication model supported by a robust multi-stakeholder partnership framework that provides sustained engagement, while teacher training programs have equipped educators with robotics pedagogy and technology integration skills. The evaluation framework builds upon foundational assessment methodologies developed during the Humano-Robot Learning (HuRL) project, which established baseline protocols involving 160 students across eight schools. HuRL outcomes demonstrated significant impact: 93.1% of students reported improved STEM learning, 91.3% showed enhanced understanding of robotics concepts, and 95.0% indicated increased academic motivation. These findings validate the pedagogical approach and have informed current REP practices. Assessment data indicate significant gains in student engagement, self-efficacy in technology use, and positive attitude shifts toward STEM careers. This paper details the program's pedagogical framework, implementation strategy, assessment outcomes, and alignment with international best practices. It concludes with evidence-based recommendations for sustainable scaling in developing countries, emphasizing the importance of institutional partnerships, contextual adaptation, and community engagement.