Abstract
Despite the comprehensive nature of pre-service teacher training in higher education institutions (HEI) and increasing calls to incorporate robotics into teacher education, there is limited understanding of how pre-service teachers experience robotics interventions and how these experiences influence their creativity and innovation. This study examined the experiences of fifteen pre-service teachers from various backgrounds, including different subjects, races, home languages, years of study, and work-integrated learning (WIL) experiences, all enrolled in a Bachelor of Education programme at a metropolitan university in Johannesburg, Gauteng, South Africa. These participants took part in a robotics intervention led by the university’s Technology lab (TechnoLab), a division reputable for training both in-service and pre-service teachers on integrating coding and robotics in classrooms. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework and theories of constructivism, constructionism, and experiential learning, the study used a qualitative exploratory case study design within a constructivist paradigm. Data was collected through semi-structured interviews. A thematic analysis with Atlas.ti 25 was used to identify patterns, insights, and challenges. Results show that the intervention enhanced participants’ creative confidence, collaborative problem-solving, and innovative approaches to lesson planning. Participants reported that robotics encouraged them to connect abstract concepts to practical applications, rethink pedagogy, and experiment with novel teaching strategies. Nevertheless, barriers such as limited prior exposure, technical difficulties, and resource constraints hindered full engagement. Despite these challenges, participants highlighted opportunities for professional growth, adaptive learning, creative thinking, innovative solution-driven approach, and equity-focused practice. The study concludes that robotics interventions can serve as transformative pedagogical tools in pre-service teacher education, preparing future educators for effective integration of coding and robotics in South African schools. It recommends embedding robotics training within teacher education curricula, supported by mentorship, structured scaffolding, and adequate resources, to cultivate creativity, innovation, and reflective practice.