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Abstract. As educational service robots become increasingly accessible, the demand for methodologies that generate knowledge on r-learning applicable to real world learning environments equally increases. This paper proposes a participatory design framework for involving users in the development of robot-supported didactic designs and discusses its applicability to existing educational contexts on the basis of a case study on the implementation and use of the therapeutic robot seal Paro at a school for children with an autism diagnosis.

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Purpose Problem-based learning (PBL) has been suggested as an approach to education for sustainable development (ESD); however, the integration of interdisciplinarity is continuously challenged as it requires transfer and collaboration across disciplinary boundaries, as well as integration into an often already-overflowing curriculum. Even in formalized PBL universities emphasizing student responsibility for defining relevant problems, envisioning sustainable solutions and developing transversal competences, interdisciplinary collaboration is still often “relocated” to extra-curricular activities. This paper aims to explore Aalborg University (AAU) Megaprojects as a case for systematically integrating principles of ESD, and particularly interdisciplinarity, into PBL at scale. Design/methodology/approach The paper proposes a framework for analysing potentials and challenges concerning interdisciplinary framing and facilitation in large-scale projects based on PBL- and ESD-related research and presents findings from a case study on the first three rounds of megaprojects at AAU in 2019 and 2020. Findings The findings indicate that interdisciplinary megaprojects have the potential to motivate students to engage in sustainable development; however, they require systematic framing and guided facilitation, particularly in the early stages, for students to take ownership, prioritize collaboration and see the contribution to and connection between disciplines. They also need prioritization at all institutional levels to succeed as an institutional strategy of ESD. Originality/value The paper provides insights into the potentials and challenges of framing and facilitating large-scale megaprojects as an approach to integrate the SDGs and interdisciplinary collaboration into higher education. Hence, it aims to provide new insights, concepts and practices for ESD and PBL for sustainability.

The application of social robots as motivational tools and companions in education is increasingly being explored from a theoretical and practical point of view. In this paper, we examine the social robot NAO as a Persuasive Educational and Entertainment Robot (PEER) and present findings from a case study on the use of NAO to support learning environments in Danish primary schools.In the case study we focus on the children’s practice of articulation and embodied interaction with NAO and investigate the role of NAO as a ‘tool’, ‘social actor’ or ‘simulating medium’ in the learning designs. We examine whether this categorization is static or dynamic, i. e. develops and changes over the course of the interaction and explore how this relates to and affects the student’s motivation to engage in the NAO-supported learning activities.