## 3 Methodology  
In order to capture teachers' opinions and perspectives about the integration of ARinE, an online questionnaire with open-ended questions was developed by the researchers, aiming to record teachers' views on the required digital skills, pedagogical aspects, AR resources, safety/security and ethical issues for integrating AR in education. Once ethical approval was granted by the University of Strathclyde ethics committee, researchers disseminated the questionnaire internationally through teachers' social media channels (e.g., Facebook and Linkedin teachers' professional groups) and teachers associations' discussion email lists, during the period from May to June 2022. All communication channels used were related to the teaching profession (primary, secondary, tertiary, and life-long learning education). The first page of the online questionnaire informed participants about the aim and context of the research study, their confidential, anonymous, and voluntarily answering of the questionnaire, as well as their right to withdraw at any time. After signing the consent form, a participant could answer the online questionnaire. The questionnaire had two parts. The first part included a series of socio-demographic and teaching related questions namely: gender, age, country of teaching, general digital skills level (basic, intermediate, advance), level and subject of teaching as well as previous experience with AR. The second part included four open-ended questions as follows:  
1. \"What digital skills do you think are most important for integrating AR in teaching and what aspects of your digital skills do you think need to be improved in order to use AR in your teaching?\"
2. \"How would you integrate AR in the subjects that you are teaching? (Any example?) and what pedagogical aspects would you consider in organizing an AR lesson?\"
3. \"How easy can you find AR resources (from existing open source or commercial AR repositories) and judge their accuracy and relevance?\"
4. \"What safety/security/ethical factors do you think that are associated with the use of AR in teaching?\"  
A total of 93 responses were collected via Qualtrics. Participants were 52% female, 44% male, 2% preferred to self-describe, while 2% preferred not to say. Their distribution in terms of their age was, 41-50 years old (37%), 51-60 years old (20%), 61-70 years old (18%), 31-40 years old (13%), and 21-30 years old (12%). Participants were from USA (15%), UK (14%), Greece (12%), Malta (7%), Australia (5%), India (5%), Malaysia (5%), Portugal (3%), and 34% from other countries with lower participation. In terms of their general digital skills level, 8% of the participants had basic digital skills (use of a basic range of software such as office; and devices such as computer, tablet), 40% had intermediate digital skills (use of a big variety of software such as Screencastify, Audacity; and devices such as smart interactive whiteboards), and 52% had advanced digital skills (use of highly innovative and complex digital and communication technologies such as programming, software development, network management). Most of the participants were teaching in tertiary education (56%) with the secondary education (22%) and primary education (12%) to follow, while 10% of the participants described the education level they were teaching as other. Their teaching experience in years was varied with 23% to have 6-10 years teaching experience, 21% to have 16-20 years teaching experience, 15% with 21-25 years, 12% with 1-5 years, 10% with 31-35 years, 10% with 11-15 years, and 9% with 26-30 years. The distribution of the participants in terms of the subject they were teaching was Informatics/Engineering/Technology 54%, Science (Math, Physics, Chemistry, Biology) 22%, Languages/Literature 10%), Economics/Social Sciences 4%, and other 10%. Finally, regarding the previous use of AR in class, 36% replied that they had used AR in class before while 64% said they had not.