Museums, as key institutions of non-formal learning, are experiencing rapid digital transformation shaped by emerging technologies. Among these, telepresence robots (TPRs) have attracted growing interest for their capacity to overcome physical and geographical barriers to participation. While immersive tools such as Virtual Reality (VR) and Augmented Reality (AR) are already widely employed to enhance engagement and visualization, the pedagogical and accessibility potential of TPRs remains underexplored.

This study investigates the opportunities and limitations of TPRs in museum education and assesses institutional readiness for adopting emerging technologies. Four research questions guided the work: (1) What is the level of readiness among museum educators and information professionals to integrate digital technologies? (2) How can technologies such as Artificial Intelligence (AI), VR, AR, and TPRs enhance learning processes? (3) What are the key challenges and opportunities for implementing TPRs in museum learning contexts? (4) What is the current technological capacity of museums to deploy robotic and immersive solutions for improved accessibility and inclusion?

A mixed-methods design was applied. First, a survey examined the readiness, experiences, and perceptions of museum educators concerning emerging technologies. Second, on-site observations and semi-structured interviews explored contextual factors affecting implementation practices, especially for TPRs. The survey, which included both closed and open-ended questions, covered digital competences, institutional support, infrastructure, perceived benefits and barriers, and ethical issues. Twenty-one professionals responded, and observations were conducted in twenty-two Estonian museums within the MUIS network.

Findings show high interest among educators in AI, VR, AR, and related tools. Most museums already employ digital solutions such as interactive screens, audio guides, and QR codes. While 81% of respondents expressed readiness to integrate TPRs, only 52% had prior awareness of their educational application. VR/AR tools were more familiar but often limited to temporary exhibitions. TPRs, by enabling remote real-time participation, were perceived as particularly inclusive for individuals with mobility or sensory impairments. Nevertheless, barriers included infrastructural constraints, insufficient funding, and limited staff competences. The study highlights the need for a sector-specific competence framework incorporating AI literacy, immersive design, and digital ethics.

By comparing TPRs with other emerging technologies, the study advances understanding of how museums can support educational objectives, foster inclusion, and drive digital innovation in non-formal learning.

Conclusions and recommendations emphasize that enhancing readiness for TPRs and related technologies requires infrastructural, organizational, and educational measures. Accessibility should be improved through ramps, elevators, barrier-free layouts, and optimized exhibition areas to facilitate robot navigation and visibility. Institutional capacity can be strengthened through designated charging zones, systematic staff training, and awareness-raising workshops. Additional practical skills, such as creating QR codes and audio guides, are needed. Pilot programs, teacher materials, and innovation funding should be developed to support sustainable and inclusive implementation of TPR-based and other technology-enhanced learning solutions.

This study contributes to the discourse on digital transformation in museums by clarifying the educational, accessibility, and organizational implications of telepresence robots and related technologies.