In a recent study published in Sustainability, Near East University researchers have explored how augmented reality (AR) technologies can support STEM education by strengthening teachers’ digital competencies and readiness to integrate innovative learning tools into classroom practices. The study, titled “Evaluating Teachers’ Readiness and Perceptions of Augmented Reality in STEM Education: Considerations for Sustainable Teaching Practices,” examines the potential of structured professional development to help educators adopt accessible, interactive, and technology-enhanced teaching approaches.

The research was conducted by Besime Uysal and Prof. Dr. Huseyin Bicen from the Department of Computer Education and Instructional Technology at Near East University. Using a mixed-methods approach, the researchers implemented an eight-week professional development program involving 23 secondary-school teachers from science, physics, biology, chemistry, mathematics, and computer education in Northern Cyprus. The program introduced participants to mobile augmented reality applications and complementary digital learning tools, including Google View 3D, Google Lens, Humanoid 4D+, Halo AR, QR codes, Padlet, and Wordwall.

The study combined pre- and post-training questionnaires, semi-structured interviews, and teacher-developed instructional materials to assess changes in participants’ perceived technological competence, practical engagement, and willingness to incorporate AR into their teaching practices.

The findings reveal a substantial increase in teachers’ self-reported competence following the training, with average scores rising from 2.38 to 4.21 on a five-point scale. This improvement was statistically significant (p < 0.001), indicating a considerable positive change in participants’ perceived readiness to use AR-supported educational tools.

Importantly, all 23 participating teachers expressed an intention to incorporate augmented reality into their future lessons, while 18 reported feeling sufficiently confident to provide AR-related training to their colleagues. Participants also highlighted the potential of AR to make abstract scientific concepts more tangible, improve comprehension, enhance lesson efficiency, and increase classroom engagement through interactive and three-dimensional learning experiences.

However, the research also identified important barriers to the wider adoption of augmented reality in education. These included unreliable internet connectivity, electricity interruptions, the cost of paid applications, unequal access to technological resources, and the additional time required for preparing digital teaching materials. The authors emphasize that successful and sustained integration of AR depends not only on teachers’ willingness but also on accessible technologies, institutional support, adequate infrastructure, and continued professional development.

The study provides valuable insights into the conditions needed to support the long-term integration of emerging technologies into educational environments. While the findings demonstrate increased short-term confidence and implementation readiness, the researchers note that further longitudinal studies are needed to evaluate sustained classroom use and its effects on student learning outcomes.

By integrating educational technology, teacher professional development, and STEM pedagogy, this research contributes to the advancement of innovative and inclusive teaching practices. It particularly supports the objectives of the United Nations Sustainable Development Goals, including SDG 4 (Quality Education) and SDG 9 (Industry, Innovation and Infrastructure), by highlighting the importance of digital competencies, technological accessibility, and institutional readiness in contemporary education.

For collaboration and inquiries, please contact Prof. Dr. Huseyin Bicen at [email protected].

About the researchers

Dr. Hüseyin Bicen is a Professor at Near East University, where he also serves as Director of the Digital Education and Informatics Unit and Director of the Vocational School. His research interests include educational technologies, artificial intelligence in education, augmented reality, gamification, social media in education, mobile learning, and innovative digital learning environments. He has published extensively in international academic journals and actively contributes to national and international scientific conferences, research projects, and the editorial activities of academic journals. Prof. Dr. Hüseyin Bicen also conducts academic and applied research aimed at promoting the effective, innovative, inclusive, and accessible use of digital technologies in educational processes.

Disciplines: Educational Technology, Artificial Intelligence in Education, Augmented Reality, Gamification, Distance Education, Mobile Learning, Digital Pedagogy, STEM Education.

Besime Uysal is a Ph.D. Candidate in the Department of Computer Education and Instructional Technology at Near East University. Her academic background combines mathematics education, computer education, educational technology, and digital pedagogy. Her research interests include augmented reality in education, STEM education, technology-enhanced learning, mathematics education, and innovative digital learning environments. Her doctoral research focuses particularly on teachers’ perceptions, readiness, and experiences regarding the integration of augmented reality into STEM education and sustainable teaching practices. She has published research in peer-reviewed international journals and presented papers at international scientific conferences. Her academic work aims to contribute to innovative teaching practices and the effective integration of emerging technologies into educational environments.

Disciplines: Educational Technology, Augmented Reality, STEM Education, Mathematics Education, Computer Education, Digital Pedagogy, Technology Integration, Technology-Enhanced Learning.

Abstract

Augmented reality (AR) may support science, technology, engineering, and mathematics (STEM) teaching, but continued use depends on teachers’ readiness and implementation conditions. This mixed-methods, single-group pre-test/post-test study examined changes in perceived competence and views following an eight-week professional development program involving 23 volunteer secondary-school teachers of science, physics, biology, chemistry, mathematics, and computer education. Data sources were a 35-item questionnaire, semi-structured interviews analyzed thematically, and teacher-developed materials. Mean perceived competence increased from 2.38 (SD = 1.15) to 4.21 (SD = 0.77), t(22) = 7.57, p < 0.001, Cohen’s dz = 1.58. Participants reported benefits for visualizing abstract concepts, comprehension, lesson efficiency, motivation, and interactive material design. Reported barriers included internet and power interruptions, paid applications, unequal access to resources, and additional time demands. All 23 participants intended to use AR, and 18 believed they could train colleagues. The materials demonstrated practical engagement during the program. The findings indicate short-term implementation readiness and perceived feasibility, not sustained classroom use or causal effectiveness. Longitudinal follow-up, classroom observation, comparison groups, and student-outcome evidence are needed to assess continued implementation.

Keywords: augmented reality; educational technology integration; implementation readiness; perceived competence; STEM education; teacher professional development