<![CDATA[Purpose: This study aims to examine the implementation of Educational Robots using a Pedagogical Deep Learning Approach as a learning medium to foster critical thinking skills in early childhood education. Methods: This study employed a descriptive qualitative approach. Data were collected through observations and semi-structured interviews involving children aged 5–6 years. The data were analyzed using coding, category development, and thematic analysis to identify patterns and themes emerging from the learning process. Findings: The findings indicate that Educational Robots were implemented through learning activities emphasizing exploration, problem-solving, and collaborative play, in line with the principles of meaningful, mindful, and joyful learning. The results suggest that the use of Educational Robots facilitated children's critical thinking skills, as reflected in their ability to analyze shapes, make decisions, predict outcomes, identify errors, and revise construction strategies. In addition, increased engagement, collaboration, and curiosity were observed throughout the learning process. Research Implications: This study suggests that Educational Robots integrated with a Pedagogical Deep Learning Approach can facilitate meaningful and accessible learning experiences that support the development of critical thinking skills in early childhood. The findings also offer an innovative, affordable, and sustainable learning medium that can assist early childhood educators in implementing meaningful learning practices. Originality: The originality of this study lies in integrating Educational Robots constructed from recycled materials with a Pedagogical Deep Learning Approach to foster critical thinking skills in early childhood education. This study offers an innovative, affordable, sustainable, and contextually relevant learning medium to support the implementation of meaningful learning in Indonesian early childhood education settings.]]>
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