Abstract
It has been quite a long time since S. Papert introduced the idea that children should be involved in the use of computers in the learning process to support the development of computational thinking. Nowadays, educational robotics is introduced in different dimensions of education, but mostly it is used as part of a compulsory educational process in nonformal educational activities, in activities to reduce the risks of early school leaving, and in initiatives introduced by some projects where different aspects of educational robotics are tested in activities with students who have diverse special needs. But till now robotics has mostly been associated with the field of Science, Technology, Engineering, and Mathematics, and outcomes of educational robotics are measured through the prism of improved knowledge in STEM subjects. In this special issue, journal researchers provide results on ER in the context of inclusive education.