{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,13]],"date-time":"2026-04-13T17:21:30Z","timestamp":1776100890104,"version":"3.50.1"},"reference-count":60,"publisher":"MDPI AG","issue":"9","license":[{"start":{"date-parts":[[2021,9,8]],"date-time":"2021-09-08T00:00:00Z","timestamp":1631059200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Computers"],"abstract":"<jats:p>Emerging technologies (ETs) will most likely have a strong impact on education (starting with higher education), just like they have already had in so many economic and social areas. This paper is based on the results obtained in the project \u201cMy Future Colleague Robot\u201d, an initiative that aimed to improve the competence of university teaching staff regarding the introduction of ETs in teaching practices at university level. In this paper, we identified the strengths and weaknesses, opportunities, and threats that are related to the adoption in higher education of the combination of two ETs: robotics together with artificial intelligence (AI). Additionally, we analyzed the perceptions of university-level teaching staff about the potential of introducing ETs in education. The empirical data presented here were collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous ET-related experience can support positive attitudes and the implementations of ETs in university teaching; in this study, university teachers had optimistic expectations towards ETs, accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.<\/jats:p>","DOI":"10.3390\/computers10090110","type":"journal-article","created":{"date-parts":[[2021,9,8]],"date-time":"2021-09-08T02:41:07Z","timestamp":1631068867000},"page":"110","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":51,"title":["Perceptions about the Future of Integrating Emerging Technologies into Higher Education\u2014The Case of Robotics with Artificial Intelligence"],"prefix":"10.3390","volume":"10","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-6919-0082","authenticated-orcid":false,"given":"Janika","family":"Leoste","sequence":"first","affiliation":[{"name":"School of Educational Sciences, Tallinn University, 10120 Tallinn, Estonia"}]},{"given":"Larissa","family":"J\u00f5gi","sequence":"additional","affiliation":[{"name":"School of Educational Sciences, Tallinn University, 10120 Tallinn, Estonia"}]},{"given":"Tiia","family":"\u00d5un","sequence":"additional","affiliation":[{"name":"School of Educational Sciences, Tallinn University, 10120 Tallinn, Estonia"}]},{"given":"Luis","family":"Pastor","sequence":"additional","affiliation":[{"name":"School of Computer Science & Engineering, Universidad Rey Juan Carlos, Calle Tulip\u00e1n, s\/n, M\u00f3stoles, 28933 Madrid, Spain"}]},{"given":"Jos\u00e9","family":"San Mart\u00edn L\u00f3pez","sequence":"additional","affiliation":[{"name":"School of Computer Science & Engineering, Universidad Rey Juan Carlos, Calle Tulip\u00e1n, s\/n, M\u00f3stoles, 28933 Madrid, Spain"}]},{"given":"Indrek","family":"Grauberg","sequence":"additional","affiliation":[{"name":"School of Governance, Law and Society, Tallinn University, 10120 Tallinn, Estonia"}]}],"member":"1968","published-online":{"date-parts":[[2021,9,8]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"50","DOI":"10.2307\/41166153","article-title":"The Emergence of Emerging Technologies","volume":"45","author":"Adner","year":"2002","journal-title":"Calif. 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