The 21st century is the age of robots, an age in which we are witnessing the development of social
robots for education. In the future teachers will be required by the labour market to prepare students
for work with robotic technology and co-work and interact with robots. Initial teacher education
needs to follow the development of robots and prepare students and teachers in applying robotic
technology in teaching. In the review study, we aim to identify how robotic technology is applied in
classrooms on different educational levels and subjects. We performed a review of the Web of Science
Database for the period between 2006 and 2018. The analysis categories included: the educational
level and research participants who experienced social robot activities, subject areas, outcome
types and robot-learner interaction time. We also examined the research design and publication
source. Findings indicate that the educational-pedagogical aspects in the studies often represent
more a vehicle, rather than a final goal of integrating robots into teaching practice. The studies
reviewed focus mostly on mixed human-robot interaction (HRI) and educational-pedagogical
outcomes. Robotic learning activities are prepared in the function of research goals, and not for
the introduction of robots into regular teaching practices. They engage a small number of students
in a diversity of learning contexts. Robot-learner interaction takes place primarily as a unique
experience or as several short-term ones, during fragmented activities that rarely approach the time
unit of the lesson. Robots carry out short, detailed tasks in classrooms for which lengthy studies and
preparations have been required. The novelty of this work is in focusing also on (1) The demarcation
between the focus of studies on educational-pedagogical outcomes; educational-pedagogical and
HRI outcomes; HRI outcomes; (2) study of the robot-learner interaction time dimension.