The incorporation of emerging technologies in educational environments is an undeniable phenomenon. The successful adoption of these technologies is heavily influenced by teachers' perceptions and understanding of them. In this study, we aimed to investigate the readiness of science teachers in post-basic schools to effectively integrate Augmented Reality (AR) into their instructional practices, taking into account their educational backgrounds. A semi-structured interview approach was used to collect data from a sample of 10 science teachers in two post-basic schools in the Al-Batinah North governorate of the Sultanate of Oman. The results suggested that science teachers show a propensity to use AR; however, not all possess prior familiarity with the technology. Subjects such as physics, chemistry, and biology were identified as areas where AR could significantly enhance learning outcomes. Participants recommended the introduction of instructional programs focused on the application of AR. Additionally, some teachers expressed caution regarding potential adverse effects of AR on humans, a scepticism likely stemming from limited exposure to tangible technological devices. This study contributes to the theoretical understanding by providing empirical evidence that validates the AR Readiness Index as a useful framework for exploring teachers' preparedness to effectively employ emerging technologies. ©2025 the Author(s).
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