In an educational environment that must continuously adapt to the accelerated digital transformation, the teaching of computer science faces the challenge of equipping students with practical skills that they can apply in real-world situations. The two Erasmus+ funded projects participated by the University of A Coruña (UDC), AIM@VET and DIGITAL FIRST are at the forefront of this change, promoting a functionalist approach () that prioritizes the effective use of digital technology to solve problems actively.

The DIGITAL FIRST project aims to transform the teaching of computer science in Europe, moving from a structuralist approach focused on theory to a functionalist one focused on the practical application of technological skills. This change is very important in a context where computer skills are necessary in practically all aspects of modern life, from work to leisure.

In DIGITAL FIRST, computer science teaching is approached from a horizontal perspective, similar to Halliday’s functionalist approach, where digital competences are seen as tools for solving problems rather than simply abstract constructs. This aligns directly with the practical and functional approach of the AIM@VET project coordinated by the UDC where VET students learn how to apply Artificial Intelligence (AI) techniques to specific areas like computer vision, Internet of Things (IoT) and robotics.

By prioritising functionality and problem-solving, both projects ensure that students do not just acquire theoretical knowledge, but use it to tackle real-world challenges. This approach is key to preparing students for emerging sectors of the labour market, such as Industry 5.0 and smart environments, where advanced digital skills and the ability to apply technical knowledge are critical.

The functionalist approach in teaching robotics

Halliday’s functionalism, as applied in DIGITAL FIRST, provides a conceptual framework that connects technological competencies with their practical applications in real-world contexts. This approach focuses on how students can use technology as a tool to interact with the world, rather than on memorizing commands or theoretical structures.

At AIM@VET, this approach is evidenced through the robotics learning modules developed at the UDC, where students learn to program and control robotic systems based on AI (Figure 1). Using platforms such as Robobo , which combines a mobile base with a smartphone, students interact with advanced technologies that integrate sensors, cameras and AI algorithms. This allows them to experience first-hand how robotic systems can operate autonomously in simulated and real environments.

Figure 1 – An example of how students can learn to program and control robotic systems based on AI.

Practical application of the functionalist approach in robotics lessons

The seven functions of language proposed by Halliday applied to the teaching of computer science allow us to analyze how this approach is implemented in robotics lessons at AIM@VET, promoting meaningful learning:

1. Personal Function: Students personalize their approaches and explore different solutions to the challenges presented, expressing their own ideas and building confidence in their technological abilities. For example, when programming a robot to complete an autonomous patrol task in an industrial environment, each student team can implement different AI algorithms and obstacle detection strategies.
2. Representational/informative function: By documenting and sharing the results of their projects, they reflect on learning and communicate their findings, consolidating knowledge and improving solutions. This practice of review and communication is key to consolidating knowledge and ensuring that the solutions developed are understandable and reproducible.
3. Interactional function: A key element of the Cooperative Project-Based Learning (cPBL) methodology used at AIM@VET is collaboration between students. Teamwork is essential, developing technical and social skills in solving complex problems together.
4. Instrumental function: They understand programming and robotics as a means to achieve specific objectives, applying technology to solve real-world problems and developing computational thinking. For example, the challenges proposed with the Robobo platform deal with tasks like surveillance, object transportation, or autonomous parking.
5. Imaginative Function: Autonomous robotics is a discipline that fosters creativity and innovation, which is reflected in the imaginative function of functionalism. Students in AIM@VET have the opportunity to design original and creative solutions to complex problems, such as autonomous navigation in changing environments.
6. Heuristic function: Through exploration and discovery, they investigate how robots can learn from their environment and improve their behaviour over time, essential to developing computational thinking and an applied understanding of AI.
7. Regulatory function: By controlling the behaviour of robots through programming, they learn about standards and ensure that software development practices are standardized, secure, and meet legal and industry requirements. In terms of AI, they learn how to comply with the ethical and legal aspects of this technology.

Challenge-oriented lesson structure

The teaching units in AIM@VET follow a challenge-oriented approach, where students are faced with specific objectives through a series of tasks (Figure 2). For example, programming a robot to complete an autonomous patrolling task in an industrial environment, and implementing AI algorithms and obstacle detection strategies.

This methodology promotes active learning focused on problem-solving, aligning with the functionalist approach and preparing students to face real challenges.

Figure 2 – The challenge-oriented approach for students with a series of tasks

Both AIM@VET and DIGITAL FIRST seek to transform the teaching of computer science through a learning-by-doing approach aligned with the functionalist proposal of the DIGITAL FIRST project, which prioritizes the practical application of technological skills. Through this approach, students not only acquire programming and robotics skills but apply them to solve specific problems, actively participating in the creation and solution of 21st-century challenges.