The study describes the experiences of teachers and students involved in an Educational Robotics (ER) programme at a model school in Rwanda. Framed within the constructionist learning philosophy and guided by the Integrated Constructive Robotics in Education model, the study aimed to explore the connection between teaching methods and success in educational robotics. The study used participant observation and focus group discussions with three ER facilitators and nine selected students preparing for a district robotics competition. Inductive analysis created coding frameworks that formed key themes. Results indicated a predominance of teacher-controlled delivery in ER sessions, which were highly structured and limited learner initiative. Other findings showed that various robotics activities encouraged learners to adopt specific learning styles, facilitating their transition from dependency to competence. The study recommends intentional orientation sessions to develop students' skills in programming algorithms, self-regulated learning, project-based learning and other digital skills.
