Student Perceptions and Implementation Framework for Augmented Reality in Forensic Chemistry and Toxicology Education

Augmented reality (AR) enhances visualization, engagement, and learning within technology-enhanced education. Nevertheless, its application in forensic chemistry and toxicology remains insufficiently explored, particularly concerning students' readiness and perceptions. This study investigated students' knowledge, perceptions, and challenges related to AR integration in forensic chemistry and toxicology, and developed an implementation framework. A quantitative design was employed, involving 457 Bachelor of Science in Criminology students who completed the course during the Academic Year 2025–2026. Data collection was conducted using a 42-item, expert-validated instrument, which demonstrated excellent internal consistency with a Cronbach's alpha of 0.942. Descriptive statistics, including weighted means and standard deviations, were utilized to analyze the responses. The findings revealed moderate knowledge of AR, while perceptions of learning engagement, motivation, usefulness, and ease of use were high. Significant perceived challenges included technological costs, internet connectivity, device accessibility, training requirements, and institutional support. The results indicate favorable perceptions, alongside a need to enhance technological familiarity and implementation readiness. Consequently, an AR readiness profile and a five-phase framework—comprising preparation, capacity building, implementation, monitoring and evaluation, and sustainability—were proposed. The study emphasizes the importance of orientation, training, infrastructure, and institutional support. Future research should assess the framework's effectiveness in improving learning outcomes and practical competencies in forensic science education.