Abstract
This study explored pre-service Life Sciences teachers’ perceptions of integrating AR to teach cell division in Grade 10 classrooms. Grounded in the Technology Acceptance Model (TAM), the research examined perceived usefulness, ease of use, benefits, challenges, and readiness to adopt AR. A qualitative, phenomenological design was employed, using semi-structured interviews and micro-lesson observations with 12 purposively selected pre-service teachers at a South African university. Data were analysed through Braun and Clarke’s thematic analysis using ATLAS.ti. Findings reveal that participants viewed AR as a powerful pedagogical tool for visualising abstract biological processes, enhancing learner engagement, and simulating authentic environments, particularly in resource-constrained contexts. However, challenges such as technical glitches, time-intensive setup, limited digital literacy, and infrastructural constraints tempered enthusiasm. Motivation to adopt AR was high, but it was reliant on professional development and access to reliable resources. The study concludes that structured training and institutional support are critical for sustainable AR integration. Recommendations include embedding AR in teacher education curricula and addressing infrastructural inequities to promote equitable, technology-enhanced science education.