Exploring teachers' competences to integrate Augmented Reality in education: results from an international study

Augmented Reality (AR) can enhance learning experiences offering many benefits to students. However, its integration in educational practice is rather limited due to several obstacles. One of these obstacles is the absence of AR digital competencies among instructors. Limited research exists about teachers’ competence areas in integrating AR in teaching and learning. The current study utilizes the validated Teachers’ AR Competences (TARC) framework to investigate teachers’ self-perceived competences in creating, using, and managing AR resources. Furthermore, it investigates educators’ attitudes towards integrating AR in education. An online survey received responses from 150 educators worldwide. Quantitative results indicated that while teachers have positive attitudes towards educational AR, they do not feel confident in creating, using, or managing AR resources and experiences. All TARC subscales found to be significantly correlated to attitudes towards AR. No significant differences were found across all competence areas in regard to gender, age, and teaching level. However, statistically significant differences were found across all competence areas with respect to the teaching subject, general digital skills level, and previous class use of AR. Among the main practice and policy implications discussed, we suggest the need for training teachers in instructional design that deploys AR experiences.