Abstract
Technological advances in the Fourth Industrial Revolution have prompted schools to integrate robotics and coding into curricula, requiring teachers to rethink their teaching strategies. Project-Based Learning (PBL) offers a promising approach for engaging learners with robotics and coding, especially where robotics kits are costly or unavailable. This study explored introducing robotics and coding into Grade 6 Natural Science and Technology. Qualitative data was collected through classroom observations and video recordings of forty learners from four schools in Limpopo and Gauteng as they worked in groups on collaborative projects. Using thematic analysis, the study found that PBL deepens learners’ scientific understanding and promotes 21st-century skills such as collaboration, critical thinking, and creativity. It also revealed several implementation challenges that are linked to limited resources and learners' familiarity with robotics technologies. The findings highlight the transformative potential of PBL to enrich science education and prepare learners for a technology-driven future.