López-Caudana, Edgar OmarSuárez-Brito, PalomaBaena-Rojas, José Jaime2026-07-172026-07-172025López-Caudana, E. O., Suárez-Brito, P., & Baena-Rojas, J. J. (2025). Robots teaching teachers: Acceptance of technology in higher education. Educational Process International Journal, 14(1). https://doi.org/10.22521/edupij.2025.14.4https://hdl.handle.net/11447/10847Background/purpose. This study aimed to investigate teacher's perceptions of using advanced technological tools, specifically the NAO robot, in co-teaching settings to enhance class development and promote complex thinking in higher education. Complex thinking is a crucial skill in higher education, enabling students to effectively address and solve multifaceted problems. Materials/methods. A survey was conducted among 192 participants following a workshop where the NAO robot was used as a co-teaching tool. Participants were divided into three age groups: young adults (n=29, 15.1%), middle-aged adults (n=129, 67.2%), and older adults (n=33, 17.2%). The survey evaluated their experiences and perceptions of the robot's impact on the teaching-learning process. Results. Findings highlighted the importance of integrating technological innovations, like the NAO robot, in higher education. Participants reported that such tools not only fostered the development of complex thinking but also enhanced the overall educational experience by making classes more engaging and accessible. Conclusion. The use of cutting-edge technologies, such as the NAO robot, holds significant potential for driving innovation in higher education. These tools contribute to more interactive and effective teaching, supporting the development of essential cognitive skills and improving educational outcomes.21 p.enAtribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)Complex thinkingSocial roboticsTeachersEducational innovationHigher educationEducation 4.0NAO robotsResearch methodologyArticlehttps://doi.org/10.22521/edupij.2025.14.4