Abstract

The present study explores the benefits and challenges of integrating technology into the early stages of education, including the use of robotics in primary education. While social and emotional learning has been widely studied in the Ibero-American context, there is a paucity of comprehensive studies examining the integration of robotics at this educational level. The present study aims to identify research trends through a bibliometric analysis conducted in accordance with the PRISMA statement, utilizing the Scopus and Web of Science databases. The results of this study highlight key developmental periods and reveal a significant increase in the volume of literature on the topic. The thematic evolution, from compilers to educational technology and teaching programming, reflects adaptation to educational and technological demands, identifying thematic clusters and potential areas of interconnection. Emerging keywords suggest a balance between continuity and innovative exploration. This analytical framework provides strategic guidance for academics, educators, and policymakers, facilitating the planning of initiatives to advance the integration of robotics in primary education.