Educational telepresence robots have emerged as a promising technology in distance education, particularly within teacher training programmes. The methodological approach includes a mixed-methods design, combining quantitative survey data with qualitative interviews and observations. Telepresence robot usage showed significant improvements (p < 0.05) in participant engagement rates compared to traditional methods, indicating an average increase of 23%. The integration of educational telepresence robots into teacher training programmes demonstrates potential for enhancing youth participation and learning outcomes. Future studies should focus on evaluating long-term effects and scalability of these technologies in diverse urban settings. teacher training, educational technology, urban youth, telepresence robots Model estimation used $\hat{\theta}=argmin_{\theta}\sum_i\ell(y_i,f_\theta(x_i))+\lambda\lVert\theta\rVert_2^2$, with performance evaluated using out-of-sample error.