The integration of educational robotics and computational thinking into teaching is a growing trend that presents challenges and opportunities for teacher training. Grounded in theoretical perspectives that position educational robotics as a central element for the development of computational thinking, the STEAM approach, and consequently digital teaching competence, this study aims to analyze the perceptions of teachers who teach children aged 3 to 12 years regarding the use of these pedagogical tools. A quantitative approach with a descriptive-comparative design was used, collecting information through a questionnaire and considering variables such as gender, age, and educational stage. We employed a sample of 216 active teachers. The results indicate that teachers' perceptions are predominantly positive, highlighting the potential of robotics to foster logical thinking, creativity, and problem-solving skills. However, significant barriers were identified, including the lack of specific training and resistance to methodological change. Additionally, no significant differences were observed in perception based on gender or educational stage, but differences were found depending on the frequency of robotics use in the classroom. The study concludes that reinforcing teacher training in this area and promoting its integration is necessary as an effective strategy for developing STEAM competencies in students.
