EARLY CHILDHOOD TEACHERS’ ADOPTION OF AUGMENTED REALITY: EVIDENCE FROM A UTAUT2-BASED MODEL IN PRESCHOOL SCIENCE EDUCATION
EARLY CHILDHOOD TEACHERS’ ADOPTION OF AUGMENTED REALITY: EVIDENCE FROM A UTAUT2-BASED MODEL IN PRESCHOOL SCIENCE EDUCATION

Summary/Abstract: Augmented reality (AR) has been increasingly recognised as a promising digital tool for enhancing inquiry-oriented science learning in early childhood settings. Nevertheless, empirical evidence remains limited regarding the factors that shape preschool teachers’ readiness to adopt AR within their educational practice. Drawing on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), this study examines the determinants influencing preschool teachers’ intentions to adopt AR for science education in Turkey. The sample comprised 1,020 pre-service and in-service preschool teachers who engaged in a multi-phase research process that included interaction with AR-based science scenarios, structured informational content, and completion of an adapted UTAUT2 questionnaire designed for early childhood contexts. Data were analysed using confirmatory factor analysis and structural equation modelling. The findings indicated that all seven UTAUT2 constructs exerted statistically significant effects on behavioural intention. In particular, hedonic motivation, performance expectancy, and habit emerged as the most influential predictors, suggesting that enjoyment-related and routine-oriented considerations play a central role in early childhood teaching environments characterised by play-based learning and established daily practices. Overall, the model accounted for 62% of the variance in teachers’ behavioural intention, demonstrating strong explanatory capacity and supporting the relevance of the UTAUT2 framework for early science education. By extending technology acceptance research to a previously underexplored developmental and pedagogical context, the study underscores the need for AR design, professional development, and institutional support strategies that are closely aligned with the realities of preschool teaching.

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