While social robots have demonstrated effectiveness in supporting students' intercultural competence development, it is unclear how they can effectively be adopted for integrated use in K-12 schools. We conducted two phases of design workshops with teachers, where they co-designed robot-mediated intercultural activities while considering student needs and school integration concerns. Using thematic analysis, we identify appropriate scenarios and roles for classroom robots, explore how robots could complement rather than replace teachers, and consider how to address ethical and compliance considerations. Our findings provide practical design guidelines for the HRI community to develop social robots that can effectively support intercultural education in K-12 schools.

翻译：尽管社交机器人已被证明在支持学生跨文化能力发展方面具有成效，但如何将其有效整合应用于K-12学校教育体系仍不明确。我们与教师开展了两阶段设计研讨会，通过共同设计机器人媒介的跨文化活动，同时考量学生需求与学校整合的实际问题。运用主题分析法，我们明确了课堂机器人的适用场景与角色定位，探讨了机器人如何实现教师辅助而非替代的功能，并考量了伦理与合规性问题的应对策略。本研究为HRI（人机交互）领域提供了实用设计指南，以开发能有效支持K-12阶段跨文化教育的社会化机器人系统。