Pre-service Teachers Readiness to Adopt Augmented Reality for Teaching and Learning in Nigeria

Abstract

The integration of Augmented Reality (AR) in education has the potential to revolutionize teaching and learning by offering interactive and engaging content. However, its adoption in Nigerian classrooms is limited, particularly among pre-service teachers. This study aims to examine the readiness of Nigerian pre-service teachers to adopt AR for educational purposes. Using a survey design, data were collected from 310 pre-service teachers at the Federal College of Education (Special), Oyo, and its affiliate programmes. The findings revealed that while pre-service teachers have a positive attitude toward AR (mean = 3.40), they lacked adequate training in digital skills and AR integration (mean = 1.95). Additionally, insufficient infrastructure, lack of exposure to 3D modeling and AR tools, and heavy teacher workloads present significant barriers to AR adoption. The study concludes that, although pre-service teachers are open to AR, there are critical gaps in training and infrastructure. Recommendations include revising teacher training curricula to incorporate AR and digital skills, investing in technological infrastructure, and promoting awareness of AR’s educational benefits among educators and policymakers.