Teachers and Technology: A Comprehensive Study on Augmented Reality Awareness Among School Educators in India

The teaching-learning process in the modern era heavily relies on digital pedagogy, with Augmented Reality (AR) applications emerging as a suitable approach to advance it. This study assessed the awareness of AR applications among school educators in India, analyzing demographic factors such as age, gender, teaching experience, and subject specialization. A descriptive survey design with a quantitative approach was employed, involving 730 educators from urban and rural schools across India. Using a combination of random and stratified sampling, participants were selected from all 28 states and 8 union territories, covering 10% of districts per region. Data collection utilized online (email, WhatsApp, social media) and offline (pen-and-paper) methods via standardized questionnaires. Results showed that female teachers exhibited higher awareness and gain scores in AR applications compared to male teachers. However, no statistically significant difference was found in AR awareness based on gender (t=1.75, p > α), urban-rural location (t=1.004, p > α), age groups [F(2, 727) = 0.689, p > 0.05], teaching experience [F(3, 726) = 0.9936, p > 0.05], school type (t=0.500, p > α), or subject specialization (t=0.240, p > α). These findings indicate that AR awareness among Indian educators is consistent across various demographic factors, suggesting equitable exposure and understanding of AR applications among diverse teaching populations. The study highlights the potential for AR integration in education irrespective of demographic differences.