“To teach is to learn twice”: using social robots as tutees in inclusive education

The field of education is always looking for new ways to improve student learning, and one promising methodology is learning by teaching. This approach, well represented by the saying “to teach is to learn twice”, involves students teaching what they have learned to their peers. One possible realization is peer tutoring, where a tutor and a tutee learn in pairs; this helps students understand the material better, remember it longer, and boosts their motivation. But what happens if the tutee is a social robot? The learning by teaching approach has shown great potential in various subjects. Studies have also highlighted the promising results of this approach for students with Special Educational Needs (SEN). This chapter aims to provide a pedagogical framework for using robots as tutees, with students as tutors, especially for students with SEN. Interaction with robots can help these students develop important skills that can be used in human interactions. We suggest that teaching robots can serve as a preliminary step before engaging in actual peer tutoring for several reasons: it helps students develop language skills, model effective learner behaviors, address the need for explicit and flexible instruction for students with SEN, and enhance social and emotional competencies. The chapter also discusses ethical considerations and emphasizes the need for clear rules and roles to prevent inappropriate attachment to robots.