Teachers' perceptions and beliefs about the adoption of augmented reality in early childhood education

This was followed by in-depth interviews with ten educators, half of whom had experience using AR. Following informed consent and reviewing their rights as participants, teachers nominated <br>themselves for interviews. <br><br>According to the results, teachers are optimistic about augmented reality, and ease of use and perceived usefulness are the most influential factors. Despite their attitudes, their actual classroom practices did not reflect their future behaviour intentions.

It identified several contradictions within the activity system that hindered implementation by analysing their beliefs. Lack of Arabic-language augmented reality applications, weak internet devices, and institutional support, poor digital skills of children, limited parental support, assistants, and work pressures. <br><br>This study fills a gap in the international literature on AR adoption in early childhood education.

It highlights the gap between teachers' intentions and actual practices in the Saudi context. Furthermore, it developed the TAF-CHA framework, which integrates TAM and AT to explain the interactions between individual beliefs and contextual factors. Additionally, it provided recommendations on developing Arabic applications, providing ongoing training, and enhancing institutional support to support Saudi Vision 2030's goals for digital transformation. <br><br><i>Thesis is embargoed until 31 July 2029.</i>