This paper compares two approaches to robotics education that are characterized by a strong practical orientation and a focus on theoretical knowledge transfer. The aim of the study is to analyze the effects of these different teaching methods on students’ skills and to shed light on the associated challenges. In addition, the rapid development of robotics and increasing digitalization will be analysed as factors that place new demands on academic education. The study examines the integration of robotics into the curricula of institutions of higher education, contrasting and comparing the pedagogical methods of the University of Applied Sciences, where industry-specific, hands-on training is provided, and the University of Mostar, where robotics is included in more general computer science and engineering curricula. The paper establishes the strengths and weaknesses of both approaches, namely in curriculum development, lab facilities, industry partnerships, and projects. Technological progress is taking place at a rapid pace, meaning that curricula need to be continuously adapted, innovative teaching methods developed and teaching materials regularly updated. In the field of robotics, this poses significant challenges for both universities of applied sciences with their practice-oriented education and universities with their strong scientific focus, as both teaching staff and the entire university organization are under increasing pressure. The study also addresses the ethical dimensions of robotics and AI, advocating ethical standards in robotics studies to foster socially responsible innovation. The paper also recommends a mixed methodology that combines industry engagement with AI-based research, exposing students to practical experience and forward-thinking innovation.