ORIGINAL RESEARCH article
Front. Educ.
Sec. Digital Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1655843
This article is part of the Research TopicDigital Learning Innovations: Trends Emerging Scenario, Challenges and OpportunitiesView all 33 articles
Exploring Indian Educators' Perceptions, Attitudes, and Behaviours Regarding Augmented Reality Applications in School Settings: A Comprehensive Mixed-Methods Study
Provisionally accepted
- 1Pailan College of Education, Kolkata, Kolkata, India
- 2Dr. B. R. Ambedkar Institute of Education, Kolkata, Kolkata, India
- 3Saint Xavier's College, Kolkata, India
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This study examined Indian school educators' perceptions, attitudes, and behaviours toward Augmented Reality Applications (ARA), focusing on their interrelationships and the factors influencing these variables at the school level. Employing a descriptive mixed-method approach, data were randomly collected from 730 teachers across all 28 states and 8 union territories of India using standardized, self-developed questionnaires. Quantitative analysis included percentages, chi-square, t-tests, ANOVA, multiple correlations, and coding techniques. The findings revealed that teachers exhibited low to moderate levels of perception, attitude, and behaviour toward ARAs, with female teachers scoring significantly higher than their male counterparts. Notable differences were observed across school category, stream, qualification, and designation, though attitudes showed no significant variation. In contrast, age, location, and teaching experience had little to no impact. Strong positive correlations were identified among the three variables—perception and attitude, perception and behaviour, and attitude and behaviour—underscoring their interdependence. Qualitative insights further highlighted key barriers, including limited awareness, low motivation, inadequate infrastructure, and insufficient training. Despite these challenges, teachers demonstrated resilience by adopting adaptive strategies. The study suggests that effective integration of AR in schools requires robust administrative support, adequate funding, targeted professional development, collaborative practices, and the development of culturally relevant, discipline-specific content.
Keywords: attitudes, augmented reality, behaviours, Indian Educators, perceptions
Received: 28 Jun 2025; Accepted: 30 Sep 2025.
Copyright: © 2025 Bhattacharya, Sau, Bera, Sardar, Chaudhuri and Thakur. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Nabin Thakur, nabinthakur@gmail.com
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