In an increasingly digitalized society, the accelerated advance of automation and the integration of technology in various sectors such as home automation, agriculture, sports and security highlight the need for competent training in science, technology, engineering, art and mathematics (STEAM) to access the labor market. Computational thinking (CP) from the primary education stage (K-12) is a way to develop these skills in students and provide them with knowledge to face the demands of jobs in the future. One of the educational branches to promote these CP skills is robotics, which not only teaches technical concepts, such as programming and electronics, but also promotes the development of transversal skills with other areas of the curriculum, critical thinking, problem-solving and teamwork. This experiential research with a quantitative and descriptive method aims to compare the concerns about job access trends of 12 primary education students prior to and after an experience with robots. The sample was selected randomly but taking into account gender equality and educational inclusion. During the experience with robots from the “Matatalab” brand, seven learning activities related to STEAM disciplines were used in the spaces of the Classroom of the Future that are developed and explained in this study through visual programming blocks in an environment similar to Scratch 3.0. These robots have their own built-in hub and programming environment that can be connected by cable or Bluetooth, as well as LEGO-like pieces for creating STEAM projects. The results and conclusions of this study after the experience with robots are that the students know and have concerns about jobs that they had no knowledge of due to the environment where they reside and the social relationships at these ages. These skills derived from educational robotics projects prepare students to face real-world challenges in a constantly evolving technological environment.