The use of technologies in educational learning contexts is acknowledged as essential to enhance subject-specific skill development, promote innovation, and encourage self-directed learning. This paper reports on the importance of collaborative problem solving and the integration of educational robotics with the aim of enhancing education students’ proficiency in assembly drawings in an Engineering Graphics and Design course. The research was directed by an interpretivist approach and a qualitative research design was applied. The study employed convenience sampling, involving 58 first-year students. Data were collected through students’ practical assignments, open-ended surveys, and written observations, and were manually analysed using open coding. Findings indicate that students perceived the integration of robotics as beneficial in enhancing their understanding of assembly drawings, facilitating collaborative problem solving, and promoting their self-directed learning. Furthermore, the learning context provided for improved proficiency in assembly drawings, as reflected in the increased accuracy and complexity of students’ designs leading to a more interactive and supportive educational experience, thereby establishing a foundation for integrating relevant educational technologies in the future.