Augmented Reality (AR) technology: Exploring Omani post-basic school teachers' readiness to use in teaching science subjects

Adnan Al Buraiki; Sharifah Intan Sharina Syed Abdullah; Mas Nida Md Khambari; Adnan Al Buraiki; Sharifah Intan Sharina Syed Abdullah; Mas Nida Md Khambari

doi:10.3934/steme.2025044

STEM Education

2025, Volume 5, Issue 6: 1000-1021. doi: 10.3934/steme.2025044

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Research article Special Issues

Augmented Reality (AR) technology: Exploring Omani post-basic school teachers' readiness to use in teaching science subjects

Faculty of Educational Studies, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor, Malaysia; gs56746@student.upm.edu.my, sharifahintansharina@upm.edu.my, khamasnida@upm.edu.my

Academic Editor: William Guo

Received: 23 January 2025 Revised: 31 July 2025 Accepted: 07 August 2025 Published: 01 September 2025

The incorporation of emerging technologies in educational environments is an undeniable phenomenon. The successful adoption of these technologies is heavily influenced by teachers' perceptions and understanding of them. In this study, we aimed to investigate the readiness of science teachers in post-basic schools to effectively integrate Augmented Reality (AR) into their instructional practices, taking into account their educational backgrounds. A semi-structured interview approach was used to collect data from a sample of 10 science teachers in two post-basic schools in the Al-Batinah North governorate of the Sultanate of Oman. The results suggested that science teachers show a propensity to use AR; however, not all possess prior familiarity with the technology. Subjects such as physics, chemistry, and biology were identified as areas where AR could significantly enhance learning outcomes. Participants recommended the introduction of instructional programs focused on the application of AR. Additionally, some teachers expressed caution regarding potential adverse effects of AR on humans, a scepticism likely stemming from limited exposure to tangible technological devices. This study contributes to the theoretical understanding by providing empirical evidence that validates the AR Readiness Index as a useful framework for exploring teachers' preparedness to effectively employ emerging technologies.
- Augmented Reality (AR),
- post basic schools,
- Sultanate of Oman,
- readiness,
- science subjects,
- technology
Citation: Adnan Al Buraiki, Sharifah Intan Sharina Syed Abdullah, Mas Nida Md Khambari. Augmented Reality (AR) technology: Exploring Omani post-basic school teachers' readiness to use in teaching science subjects[J]. STEM Education, 2025, 5(6): 1000-1021. doi: 10.3934/steme.2025044

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Abstract

The incorporation of emerging technologies in educational environments is an undeniable phenomenon. The successful adoption of these technologies is heavily influenced by teachers' perceptions and understanding of them. In this study, we aimed to investigate the readiness of science teachers in post-basic schools to effectively integrate Augmented Reality (AR) into their instructional practices, taking into account their educational backgrounds. A semi-structured interview approach was used to collect data from a sample of 10 science teachers in two post-basic schools in the Al-Batinah North governorate of the Sultanate of Oman. The results suggested that science teachers show a propensity to use AR; however, not all possess prior familiarity with the technology. Subjects such as physics, chemistry, and biology were identified as areas where AR could significantly enhance learning outcomes. Participants recommended the introduction of instructional programs focused on the application of AR. Additionally, some teachers expressed caution regarding potential adverse effects of AR on humans, a scepticism likely stemming from limited exposure to tangible technological devices. This study contributes to the theoretical understanding by providing empirical evidence that validates the AR Readiness Index as a useful framework for exploring teachers' preparedness to effectively employ emerging technologies.

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Author's biography Adnan Abdallah Al Buraiki is a PhD candidate at the Department of Foundation of Education, Faculty of Educational Studies, Universiti Putra Malaysia. He has over 30 years' working experience in teaching and managing post-basic schools in the Sultanate of Oman. His research interests in emerging technologies and STEM; Sharifah Intan Sharina Syed Abdullah is a senior lecturer at the Faculty of Educational Studies, Universiti Putra Malaysia. Her research interests are mainly in the areas of environmental education, sustainability education, science education, curriculum and instruction, and non-formal learning. Drawing on this interest, she has been involved in the aforementioned areas at the national and international level; Mas Nida Md Khambari is a Graduate Technologist and Associate Professor in Instructional Technology and Learning Design at the Department of Science and Technical Education, Faculty of Educational Studies. She is the deputy Director at the International Institute for Online Learning (IIOE UNESCO-ICHEI) Malaysia. She is also the Executive Committee of the prestigious Asia-Pacific Society for Computers in Education (APSCE) and is actively involved in the Special Interest Group: Practice-driven Research, Teacher Professional Development and Policy of ICT in Education under the APSCE flagship conference – the International Conference on Computers in Education, since 2014

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