Abstract
Vertical alignment delivers a smooth, organized curriculum. We explored an approach to apply Learning by Teaching (LbT) to support the alignment of the educational robotics curriculum and, in turn, strengthen the connections among different age groups to foster digital and social inclusion. We applied LbT in the context of teaching an introductory course in robotics in a high school, and we summarized our experience in a report that analyzes two relevant aspects: a) Understanding whether LbT supports teaching-students in learning robotics concepts and b) outlining the effectiveness of LbT for interactive activities targeting younger children during Science Festival. The observations reported in this work show that teaching-students are a relevant support for actual instructors; moreover, their activity offers several advantages, including enhanced engagement and active participation, which contribute to improved comprehension and knowledge transfer.