This study conducted a multilevel meta-analysis to examine the overall effect of educational robotics on STEM education, using 30 effect sizes from 21 studies published between 2010 and 2022. The results showed that educational robotics had moderate-sized effects on students' STEM learning, particularly on learning performance and attitudes, but no significant effect on computational thinking. Moderator variables such as discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition were analyzed. Discipline was found to significantly influence the effects of educational robotics on STEM learning, with technology and cross-disciplinary subjects showing larger effects compared to science and mathematics. Educational level also showed differences, with higher education having the largest effect size. Instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition had no significant effects. The study found no publication bias. The findings suggest that educational robotics can enhance STEM learning, particularly in technology and cross-disciplinary contexts, and that further research is needed to explore the role of educational robotics in STEM education. The study provides educational and technological implications for future research and practice in the application of educational robotics in STEM education.This study conducted a multilevel meta-analysis to examine the overall effect of educational robotics on STEM education, using 30 effect sizes from 21 studies published between 2010 and 2022. The results showed that educational robotics had moderate-sized effects on students' STEM learning, particularly on learning performance and attitudes, but no significant effect on computational thinking. Moderator variables such as discipline, educational level, instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition were analyzed. Discipline was found to significantly influence the effects of educational robotics on STEM learning, with technology and cross-disciplinary subjects showing larger effects compared to science and mathematics. Educational level also showed differences, with higher education having the largest effect size. Instructor support, instructional strategy, interactive type, intervention duration, robotic type, and control group condition had no significant effects. The study found no publication bias. The findings suggest that educational robotics can enhance STEM learning, particularly in technology and cross-disciplinary contexts, and that further research is needed to explore the role of educational robotics in STEM education. The study provides educational and technological implications for future research and practice in the application of educational robotics in STEM education.