The evolution of artificial intelligence (AI) and robotics in education has transitioned from automation toward emotionally responsive learning systems through artificial emotional intelligence (AEI). While AI-driven robotics has enhanced instructional automation, AEI introduces an affective dimension by recognizing and responding to human emotions. This study examines the role of AEI-powered robotics in fostering student engagement, cognitive development, and social-emotional learning (SEL) across early childhood, K-12, and higher education. Constructivist and experiential learning theories provide a foundation for integrating emotionally intelligent robotics into interdisciplinary and transdisciplinary STEAM education. Findings indicate that AEI enhances motivation, problem-solving, and collaboration by creating adaptive learning environments that respond to student affective states. However, challenges such as data privacy, inaccuracies in emotion recognition, and access to robotics must be addressed to ensure ethical implementation. The study advocates for further interdisciplinary research, professional growth, and infrastructure investment to optimize AEI-powered robotics in education. The study also emphasizes prioritizing emotionally intelligent interactions for AEI-driven robotics that represents a shift toward human-centered, AI applications for supporting personalized learning and holistic student development. Future directions include refining affective computing models and fostering ethical AI and AEI frameworks to ensure responsible and effective implementation in early childhood through higher educational settings.