Cascade Mentoring Experience to Engage High School Learners in AI and Robotics Through Project-Based Learning Sophia Matar 1 , Bailey Wimer 1 , M. I. R. Shuvo 1 , Saifuddin Mahmud 2 , Jong-Hoon Kim 1(B ) , Elena Novak 3 , and Lisa Borgerding 3 1 ATR Lab, Computer Science, Kent State University, Kent, OH, USA jkim72@kent.edu 2 Computer Science and Information Systems, Bradley University, Peoria, IL, USA 3 School of Teaching, Leadership, and Curriculum Studies, Kent State University, Kent, OH, USA Abstract. This paper introduces a novel AI and Robotics educa- tion model featuring cascade mentoring and project-based learning. It empowers junior members to become active mentors, fostering recipro- cal mentoring experiences and enhancing their understanding of com- puter science, AI, and Robotics. We establish a collaborative pedagogy, connecting K-12 students with a university research lab using standards- based curricula. Our research demonstrates the positive impact of cas- cade mentoring on both mentor students and mentees in computer sci- ence and physical science education, improving their attitudes toward these subjects. Moreover, we explore the potential of educational robotics to address societal concerns such as green energy and sustainability. Keywords: ML · Computational Thinking · Cascade Mentoring · Project-Based Learning 1 Introduction Artificial Intelligence (AI) and Robotics have emerged as game-changing tech- nologies in our rapidly changing world, reshaping many industries. Their impact affects nearly every aspect of our lives. As we journey deeper into the 21st century, the importance of having a workforce proficient in Science, Technol- ogy, Engineering, and Mathematics (STEM) has become increasingly evident. High schools are crucial in preparing the next generation for this technologically advanced future. A pressing concern arises when we examine the current state of high school education concerning AI and Robotics. Despite the growing significance of these fields, there needs to be more engagement among high school students. Many students need help to connect with these subjects, which results in missed oppor- tunities for skill development and readiness for future careers. Within this con- text, we focus on exploring the potential of project-based learning (PBL) to bridge this gap and elevate student engagement. c  The Author(s), under exclusive license to Springer Nature Switzerland AG 2024 B. J. Choi et al. (Eds.): IHCI 2023, LNCS 14531, pp. 279–294, 2024. https://doi.org/10.1007/978-3-031-53827-8_26