The role of robotics in the educational process is in the focus of many modern studies. The problem of identifying the potential of educational robotics in pedagogical education and methods for realizing this potential remains mostly unexplored. The purpose of this study is to identify the organizational and pedagogical conditions for teaching and learning of students of pedagogical majors in the field of educational robotics.The research method applied in the study of this problem was the survey administered to 40 undergraduate and graduate students in the Russian Federation and the Republic of Kazakhstan. We analyzed the capabilities of modern robotic platforms and developed a system of indicators and the methodology for assessing the academic success of students in the process of studying educational robotics. In design, robotics is based on analysis of the design and software content of projects and the effectiveness of their implementation; in the competitive field – on the analysis of the complexity of tasks, in STEM learning – on the analysis of the ability to effectively implement interdisciplinary connections. Identified organizational and pedagogical conditions are based on four key principles: multi-platform principle; the leading role of project activities of students in the educational process; individualization and differentiation of the educational process; ensuring the continuity of the educational process. Organizational and pedagogical conditions for training of students of pedagogical majors in the field of educational robotics, based on the multi-platform principle, allow us to individualize and intensify the learning process of the future teacher of robotics.

educational robotics, teacher education, student-centered education, project-oriented learning, multi-platform principle