Educational robotics promotes hands-on learning, fosters interdisciplinary connections between science, technology, engineering, and mathematics (STEM) concepts and real-world applications, and increases student motivation and engagement. Despite these benefits, studies have shown that many teachers face challenges when implementing robotics-integrated lessons, such as answering programming questions. A gap remains in the literature regarding the challenges and needs of STEM teachers when designing robotics-integrated lessons before classroom implementation. This stage is particularly important, as teachers' instructional decisions significantly influence both the design and delivery of lessons. This study aims to identify the challenges that middle school STEM teachers encounter when designing robotics-integrated lessons and to classify the coping strategies they report employing.

Eighty-four teachers with experience in educational robotics participated in this study. Five teachers, recruited through colleague recommendations, were interviewed. Seventy-nine teachers, recruited through an online teacher survey platform, completed a questionnaire. Data was analyzed thematically using an inductive–deductive approach.

Four main categories of challenges emerged: Teachers’ Professional Competence, including gaps in Technological Knowledge, Pedagogical Knowledge, Technological-Pedagogical Knowledge, Technological-Content Knowledge, Pedagogical-Content Knowledge, and Technological-Pedagogical Content Knowledge; Teachers’ Attitudes and Affect, including low self-efficacy and limited openness to innovation; Instructional Conditions, including institutional and administrative constraints, lack of infrastructure, instructional resources, and limited curriculum resources; and Students’ Cognitive and Motivational Characteristics including cognitive and functional diversity, low interest, and limited engagement.

Coping strategies varied in scope and accessibility. Teachers bridged knowledge gaps through self-learning, collaboration with experienced colleagues, and occasional support from family members. To manage time and resource limitations, they used differentiated instruction, rotated student groups, and either reused the same activities across sessions or structured tasks over several lessons. Some addressed equipment shortages by independently purchasing components. Teachers also connected robotics tasks to real-world contexts to enhance relevance and developed alternative evaluation tools that considered both the process (e.g., teamwork) and the final product. Artificial intelligence tools were used for planning, generating instructional materials, troubleshooting technical issues, and supporting assessment design. However, not all challenges were met with effective coping strategies, especially in areas related to student motivation and engagement.

Designing robotics-integrated STEM lessons is influenced by knowledge demands, emotional factors, institutional constraints, and student-related considerations. Viewing these challenges and coping strategies holistically clarifies the complexity of lesson planning and the support teachers require. Practically, strategies such as collaboration, leveraging experience, adapting goals, and using artificial intelligence tools offer valuable guidance for developing professional learning, curriculum resources, and instructional scaffolds.

Keywords: Educational Robotics, STEM Education, Lesson Design.