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Educational robotics is a very promising field of the modern educational reality and can have critical benefits in enriching and qualitatively upgrading the learning process, while facilitating the development of positive attitudes towards science and technology. However, the implementation of educational robotics is not an easy task given the teachers' limited experience so far, the lack of sufficient logistical resources, the cost of commercial packages available on the market and other relevant barriers. Therefore, the applications of educational robotics in Greece still have a fragmentary character, with the respective initiatives being undertaken mainly by individual teachers. The aim of this thesis is to investigate the views and attitudes of Greek primary and secondary school teachers towards educational robotics in order to draw useful conclusions about the possibilities for its further development. The survey conducted with a questionnaire was attended by 70 teachers from all over Greece, who have been involved to a greater or lesser extent in educational robotics applications. Based on the findings of the survey, the dominant approach to the application of educational robotics is cross curricular, and that children are particularly interested in relevant applications. At the same time, according to the teachers’ views, robotics has significant benefits for pupils; however, its further integration into the school reality is hampered by the inadequate logistical infrastructure of schools, the lack of technology literacy of teachers and the limited flexibility of the school program. Consequently, structural actions are required, focusing on increasing the funding of schools and integrating robotics into the curriculum.