Abstract
This article investigates the integration of the Herrmann Brain Dominance Instrument® (HBDI®) framework into a Grade 4 Coding and Robotics curriculum, with the aim of promoting inclusive teaching practices, supporting the development of 21st-century skills, and aligning learning experiences with selected Sustainable Development Goals (SDGs). In response to increasing global emphasis on digital literacy, computational thinking and sustainability-oriented education, this research explores how Coding and Robotics can be meaningfully implemented at primary school level in ways that accommodate cognitive diversity and foster holistic learner development.
The study is guided by the overarching research question: How can the HBDI® framework be integrated into a Grade 4 Coding and Robotics curriculum to promote inclusive education, the development of 21st-century skills, and alignment with relevant SDGs? This question is supported by four sub-questions addressing cognitive diversity and learner inclusion, the development of 21st-century skills, meaningful curriculum integration at primary school level, and alignment with SDGs. These questions informed both the design of the curriculum and the interpretation of the research findings.
The theoretical foundation of the study is the HBDI® framework, which conceptualises thinking preferences across four quadrants: analytical (logical, factual and quantitative thinking), practical (sequential, organised and detail-oriented thinking), relational (interpersonal, emotional and empathetic thinking), and creative (holistic, imaginative and experimental thinking). Rather than positioning these quadrants as fixed learner types, the study adopts a holistic perspective that views thinking preferences as dynamic and developable. The HBDI® framework was therefore used as a design lens to deliberately create learning experiences that activate all four quadrants, ensuring that no single mode of thinking is privileged over others.
In addition to the HBDI® framework, the curriculum was aligned with selected Sustainable Development Goals, specifically SDG 4 (Quality Education), SDG 5 (Gender Equality), SDG 8 (Decent Work and Economic Growth) and SDG 10 (Reduced Inequalities). These goals were embedded not as abstract ideals, but as practical design principles guiding project themes, material choices, collaboration structures and assessment strategies. Through this alignment, the study sought to demonstrate how technological education can contribute to broader social, economic and environmental awareness from an early age.
A qualitative action research methodology was employed, allowing the researcher to act simultaneously as curriculum designer, facilitator and reflective practitioner. The research was conducted in a South African primary school context and implemented over 14 iterative action research cycles. Each cycle followed a systematic process of planning, implementation, observation, reflection and refinement, enabling the curriculum to evolve responsively in relation to learner engagement, observed challenges and emerging learning opportunities.
Data were generated through multiple qualitative sources, including classroom observations, learner artefacts (such as coded models, design sketches and project outputs), assessment rubrics, peer- and self-assessments, and teacher reflection journals. This triangulation of data strengthened the trustworthiness of the findings and provided rich insight into both cognitive and social dimensions of learning. Visual data, presented as figures, documented learner-designed robotic models and project outcomes, while textual data captured learner voices and reflective insights.
Learners engaged in a wide range of project-based activities using LEGO Spike Prime™ robotics sets and tablet devices. These activities included building and programming basic vehicles, designing and testing mechanical prototypes, developing coded interactive models, and ultimately creating integrated projects such as sustainable miniature golf courses and robotic simulations. Tasks were intentionally open-ended and iterative, requiring learners to design, build, test, evaluate and refine their solutions over time. This approach emphasised learning as a process rather than a product and created space for experimentation, error and improvement.
The findings of the study are presented in direct response to the research questions. Firstly, the study found that the integration of the HBDI® framework significantly enhanced learner inclusion by intentionally accommodating diverse cognitive preferences. Learners who initially displayed dominant analytical or practical tendencies were supported through structured coding tasks and step-by-step building processes, while learners with stronger relational or creative preferences engaged deeply through collaborative design, storytelling elements and imaginative problem-solving. Over time, learners demonstrated increased flexibility in their thinking, suggesting that the curriculum not only accommodated cognitive diversity but actively developed less dominant thinking preferences.
Secondly, the findings indicate that an HBDI®-based Coding and Robotics curriculum contributes meaningfully to the development of key 21st-century skills. Across the 14 cycles, learners consistently engaged in critical thinking, problem-solving, collaboration, creativity and communication. Problem-solving was evident in iterative testing and debugging processes, while collaboration was fostered through pair and group work that required shared decision-making and negotiation. Creativity emerged through design choices, alternative solutions and the integration of narrative and play, while communication skills were strengthened through presentations, peer feedback and reflective discussions.
Thirdly, the study demonstrates that Coding and Robotics can be meaningfully integrated at primary school level when approached through project-based, developmentally appropriate and contextually relevant learning experiences. Rather than treating coding as an abstract or purely technical skill, the curriculum connected digital instructions to physical outcomes, allowing learners to see the tangible effects of their code. This integration supported conceptual understanding, sustained engagement and learner motivation, and challenged assumptions that advanced technological concepts are unsuitable for younger learners.
Finally, the findings confirm that an HBDI®-based Coding and Robotics curriculum can align effectively with selected SDGs. Sustainability principles were embedded by recyclable materials, discussions on resource use and project themes that emphasised responsible innovation. Gender equality and reduced inequalities were addressed through inclusive grouping strategies, equitable access to resources and the deliberate rotation of leadership and technical roles. Through these practices, learners were exposed to the idea that technology can be used not only to solve technical problems, but also to address social and environmental challenges.
The study contributes to the field of technology and curriculum studies by providing an empirically grounded example of how cognitive diversity frameworks and sustainability agendas can be integrated into primary school Coding and Robotics education. It demonstrates that a holistic, HBDI®-informed approach extends beyond the acquisition of technical competencies to support the development of adaptable, reflective and socially responsible learners. Furthermore, the action research design highlights the value of iterative curriculum refinement and teacher reflection in creating responsive and inclusive learning environments.
In conclusion, this research shows that integrating the HBDI® framework into a Grade 4 Coding and Robotics curriculum offers a viable and meaningful pathway for addressing cognitive diversity, developing 21st-century skills and aligning technological education with global sustainability goals. The study underscores the importance of intentional curriculum design that recognises learners as whole thinkers and positions technology education as a tool for both personal development and social transformation.
Keywords: 21st-century skills; action research; Sustainable Development Goals; Whole Brain® thinking model; Coding and Robotics; curriculum development; backward design
- This article’s featured image was created by Pavel Danilyuk and obtained from Pexels.