The study aimed to identify the extent to which the teachers of the second field practice augmented reality technology in science teaching to develop higher-order thinking skills among students of the first cycle, in the South Al Sharqiyah Oman. The researcher used the descriptive design, using a valid and reliable questionnaire with a sample of (196) teachers. The teachers have an average implementation (M=2.92, SD= 0.75) of augmented reality technology in their teaching. Teachers mentioned that they are facing high challenges in employing augmented reality technology (M=3.75, SD=0.52). The differences are statistically significant (α=0.05) according to teachers’ teaching experience (F= 3.78 df, 192،3) in favor of female teachers less than 5 years. About the training variable, female teachers who joined the training program implementing more the augmented reality technology in science teaching (T = 2.92, df 194). There are statistically significant differences (α=0.05).....

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