The G1 Basic may be sufficient for prepared demonstrations and basic operating exercises. For your own development projects or grasping exercises with additional hand options, the G1 EDU may be a better fit. The right EDU configuration depends on the configuration confirmed in writing and the development access you need. Before deciding what to buy, check the documentation for the specific variant and how to operate it safely at your teaching venue.
If you’re developing your own tasks involving perception, motion planning or human–robot interaction, you’ll need to check that the development access and computing and hand hardware you need match the EDU configuration on offer.
For exercises using a depth camera, 3D LiDAR or grasping hands, the exact contents of the package matter. The EDU name alone doesn’t specify the hand type or optional sensors.
If staff will use the robot as work equipment, the planned teaching activities need a risk assessment and task-specific instruction. Operating roles, supervision and protective measures must be appropriate for each practical.
Suitable if: Prepared demonstrations and operating exercises are the main focus, with no additional hand or computing modules planned.
Limitation: Unitree lists 23 degrees of freedom for the Basic; the optional upgrades available for the EDU platform aren’t part of this standard configuration.
Suitable if: You’re planning your own software projects or exercises using a specific, expressly selected hand and joint configuration.
Limitation: Unitree’s stated range of 23 to 43 degrees of freedom and the optional components don’t describe what’s included with every EDU variant.
| Criterion | What to check before buying | Who should pay particular attention |
|---|---|---|
| Safe teaching activities | Check the documentation for the specific variant, as well as the room, supervision, protective measures and instruction required for the planned exercises. | If staff will operate the G1 during a practical, I want to define their tasks and how to deal with faults in advance. For around 29% of consumers, safe operating procedures come first. |
| Development access | Ask for confirmation of the interfaces and development tools available for the chosen variant and software version. | For student algorithm projects, I need access to the development features that can actually be used; around 29% of consumers give this requirement priority. |
| Sensors and grasping | Match the depth camera, 3D LiDAR, hand model and optional tactile sensors to your lesson plan. | If students are to work practically with perception and grasping, the exact specification matters more than the variant name. Around 24% of consumers put this requirement first. |
| Prepared exercises | Check whether the planned demonstrations can be carried out with the standard configuration and its 23 degrees of freedom. | If I want to start by teaching set operating and movement sequences, I don’t need to plan for additional hand or computing modules. Around 18% of consumers prioritise this approach. |
Unitree describes the EDU as a configurable platform. Additional joint axes, three-fingered hands, tactile sensors and a high-performance computing module aren’t guaranteed by the name alone.
For your planned exercises, ask for a written list specifying the model, hand type, degrees of freedom, sensors, computing module, interfaces and package contents.
Under section 3 of Germany’s Industrial Safety and Health Ordinance, employers must assess risks before work equipment is used; CE marking doesn’t remove this obligation.
Include the specific room, tasks, operating roles and potential faults in your risk assessment, then use it to determine protective measures and instruction.
Placing an order doesn’t establish who will handle setup, training and ongoing support. These responsibilities affect how you can organise a supervised practical.
Confirm in writing with the supplier which services they’ll provide and which responsibilities will remain with your institution.
Terra Robotics lists training, implementation advice, a maintenance contract and on-site installation among the additional services that may be available for the EDU.
An offer that explicitly states “SDK/API not currently available” won’t meet your needs for your own programming simply because it refers to a G1.
Before assigning it to a teaching module, confirm the exact variant and the interfaces and access rights needed for its software projects.
The manufacturer distinguishes between the standard G1 configuration and the configurable G1 EDU.
This German specialist supplier offers the G1 Basic and G1 EDU, and describes additional services to help introduce the EDU.
The supplier offers Unitree G1 training covering setup, operation and integration.
No, if staff in Germany use the G1 as work equipment: section 3 of the German Industrial Safety and Health Ordinance requires a risk assessment before use, and CE marking doesn’t exempt you from this. Also check the CE marking, EC Declaration of Conformity and operating instructions for the specific variant on offer; machinery requirements are set out in Germany’s 9th Product Safety Ordinance.
Yes, if they’re employees using the G1 as work equipment: under section 12 of Germany’s Industrial Safety and Health Ordinance, task-specific instruction is required before first use. Where particular hazards are present, only employees who have been authorised to do so may use the work equipment; the rules for students should be clarified separately for your specific university setting.
The G1 EDU may be right if your teaching module requires your own development work or specific additional hand, joint or computing hardware. Depending on the configuration, Unitree lists 23 to 43 degrees of freedom for the EDU, along with optional components; the Basic, with its 23 degrees of freedom, may be enough for prepared introductory exercises. Before ordering, ask for confirmation of the EDU specification you need and development access for the specific variant.