## 5 Conclusions and Recommendations  
It is widely acknowledged that AR can support teaching and learning. In order to effectively integrate AR in schools it is necessary to take into consideration the teachers' thoughts and views. Teachers' views and thoughts about the integration of AR in educational practice is of significant importance because teachers are usually the main ambassadors of any technology integration in instructional practice. Moreover, by addressing teachers' perceived challenges and needs we can maximize the potential of integrating AR in education. This study conducted a survey among teachers all over the world.  
According to these teachers, the most important skills for integrating ARinE include technical, pedagogical, and soft skills. They also suggested the use of student-centered teaching methods. Teachers appreciated the visualization/ virtualization, augmentation, and interactivity affordances offered by AR for integrating ARinE. Some teachers thought that it is easy to find AR resources, while others thought that it is difficult. In evaluating AR resources, they were mainly concerned with the AR cost, security, and ethics.  
Teachers believed that AR mainly increases students' interest and engagement as well as it facilitates students' interaction, understanding, exploration, explanation and experiences that previously were not possible. In addition, they considered that AR supports and facilitates interactive learning and experiential learning as well as visualization and teaching topics that previously were not possible.  
On the other hand, these teachers believed that the cost of buying and maintaining AR equipment and resources as well as the lack of AR educational content and resources prevent the integration of ARinE.  
In addition, they thought that the teachers' lack of knowledge and skills regarding ARinE, lack of time to find, learn, develop, and teach using AR resources and they have a negative attitude towards the integration of ARinE. Finally, they recommended that teachers should take training and professional development on integrating ARinE in their teaching practice.  
In order to effectively integrate ARinE, teachers should become self-aware and reflect about their AR knowledge and skills, obtain training on ARinE, experiment with ARinE, and collaborate with colleagues. In parallel, educational institutes' administrators should learn about ARinE; promote and raise awareness among teachers, students, and parents about the opportunities and results of ARinE; organize and deliver teachers' training and support about ARinE; facilitate collaboration among teachers, trainers, educational content authors, curriculum designers, learners, alumni, employers, experts, and other schools (e.g., exchange experiences and best cases) about ARinE; find and allocate funds to ARinE; develop AR infrastructure and projects; encourage, support, and award experimentation, innovation, and creativity about ARinE.  
Additionally, educational policy makers should develop policies, legislation, and regulation with regard to ARinE (e.g., design AR-related courses, allow more time for AR in class); allocate funding to ARinE (e.g., equip schools with AR hardware, software, educational resources); enable the design and development of open AR educational resources and repositories in various subjects and levels; enable the design and implementation of teachers' training, support, and awarding; encourage student-centered teaching methodologies; allow flexibility in teaching; promote innovation, creativity, openness, and inclusion in education.  
Furthermore, AR companies should design and develop inexpensive, easy-to-use, secured, and accessible AR hardware, software, and educational resources. It is advisable that all interested stakeholders (e.g., instructional designers, educational content authors, teachers, trainers, students/learners, alumni, software developers, usability experts, psychologists, employers, subject-experts) be involved in the design of AR educational resources.