Technology makes up a large part of a person's life and therefore has a significant influence on education as well. The educational system continuously implements innovative methods and tools for teaching/learning. Artificial intelligence is already present to a great extent in education, so robotics and information technology, as a part of it, are slowly being implemented in the education system. Previously conducted research has shown that artificial intelligence and educational robotics have numerous advantages for students and teachers and that they express the satisfaction of working with them. The research problem is related to the rare presence of robotics in the school curriculum. Thus, students do not have the opportunity to develop competencies for working with robots, so they have insufficient knowledge about robotics that would enable them to work in that field or teach about it. For this research paper, the question of significance is the participants' selfassessment of the role of robotics and information technology in children's cognitive and social development and the self-assessment related to educational policies. For this purpose, this research aimed to examine the attitudes and experiences of teachers, experts, and students in working and learning with educational robots. The results suggest that the participants recognize the benefit of implementing robotics and information technology in education for the children's cognitive and social development. Furthermore, on the scale related to the educational policies, participants' opinions differ on when and how to introduce robotics into the curriculum.