Robotics-based learning environments have become a powerful driver of technical literacy, yet many classroom implementations remain limited to discrete tasks that do not fully exploit the integrative potential of robotics. This study proposes and evaluates an enhanced methodology that embeds robotics elements into technology lessons as a coherent, cyclical learning process aimed at deepening students’ technical literacy. Drawing on constructivist learning theory, the approach shifts emphasis from isolated construction projects to iterative problem analysis, conceptual modelling, algorithmic design, prototyping and reflective optimisation. An eight-month quasi-experimental study involving 218 lower-secondary students in Uzbekistan compared the new methodology with traditional kit-oriented activities. Mixed quantitative and qualitative data revealed statistically significant gains in technical literacy—understood as the combined mastery of design thinking, systems reasoning, algorithmic fluency, and practical engineering skills—among learners exposed to the improved methodology (p < 0.01). Classroom observations and student interviews further highlighted growth in collaboration, reflective practice and career motivation. The findings demonstrate that a structured yet flexible integration of robotics in technology lessons can cultivate transferable technical competencies that align with national curriculum goals. Recommendations are offered for scaling the methodology, adapting teacher professional development, and refining assessment instruments for ongoing monitoring of technical literacy progression.

Technical literacy, educational robotics, technology education

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