Abstract

With the continuous advancements of employing emerging technologies in learning STEM education, AR has become one of the prominent tools adopted globally, as it promotes students' motivation and nurtures the demanding 21st century skills. However, in the Omani post-basic schools, the use of AR remains limited. To address this gap, this study was designed to explore students' perceptions on of AR in learning STEM-related subjects within Omani post-basic schools. A qualitative case study design was employed using focus group discussions (FGDs) conducted data collection method was employed across different schools in various governorates of Oman. The findings were organised into five themes revealing that students perceived AR as motivating and engaging, enhancing comprehension of complex concepts, advancing teaching practices, fostering 21st century skills and addressing future outlook and concerns. Overall, students viewed AR as a promising technology for integration into the Omani school context, provided that teachers offer sufficient support and guidance. This study contributes practical insights for the Omani school context by informing policymakers and stakeholders at ministry of education (MOE). Explicitly, it emphasizes the importance of developing a clear strategic plan to facilitate the integration of AR into STEM-related curricular in Omani schools.