## 5 Final Considerations and Conclusions  
The teachers' perspectives on applying eye-tracking systems during a class show that the Mathematics instructor endorses the utility and importance of eye-tracking technology in various teaching scenarios, emphasizing its role in enhancing class interactivity and identifying moments of student confusion. The Computational Thinking instructor asserted that the majority of classroom scenarios would significantly benefit from the integration of eye-tracking technology, particularly in terms of sustaining student attention, fostering class interactivity, and gaining insights into students' cognitive processes. The Geography instructor's assessment presented a more nuanced perspective, with numerous scenarios classified as neutral or inconsequential. Despite this, the instructor acknowledged the potential of eye-tracking technology in supporting students with special needs, even though there was a degree of skepticism regarding its broader applicability in the classroom. Lastly, the Biology instructor emphasized the substantial benefits of eye tracking in many classroom situations, particularly in the identification of student confusion and the provision of immediate feedback. Our findings suggest that eye tracking has the potential to become a valuable educational tool for teachers, particularly in personalizing teaching and supporting students. Previous studies have indicated that eye tracking is an emerging, portable, and cost-effective technology for collecting subjects' eye movements in real time and non-intrusively [21]. Here, teachers have reported several advantages of eye tracking during classes, including maintaining students' attention, increasing class interactivity, and providing immediate feedback. It is crucial to adapt eye tracking to the individual needs of students and to provide adequate training for teachers to apply this technique and interpret results effectively to maximize the benefits of this technology in education. Incorporating student gaze maps into teacher training programs can significantly enhance the ability of educators to identify the problem-solving strategies employed by their students, particularly those who struggle with specific subjects. These maps also serve as an invaluable tool for promoting self-directed learning techniques, empowering students to retrace their steps during teaching activities, and fostering a deeper understanding of their learning process [54; 55; 56]. As a result, students would be better equipped to develop their skills, leading to academic achievement. In considering the concept of the Zone of Proximal Development (ZPD), it can be argued that when educators have the opportunity to observe a student's perspective in real time, they acquire a deeper and more nuanced understanding of the student's existing knowledge and the particular challenges they encounter. This insight enables the teacher to adjust scaffolding strategies with greater precision and effectiveness. Specifically, by assessing the student's current competencies, the teacher can promptly identify the student's ZPD and provide the requisite support to facilitate the transition from their actual level of development to their potential level. Our educational research was conducted as a proof-of-concept article, wherein we articulated our perspective on an innovative technological application pertinent to classroom pedagogy. This work emphasizes the practical application of technology, employing case studies to exemplify the utilization of eye tracking. Additionally, we incorporated teachers' perspectives to critically examine the challenges they faced in implementing this methodology as an instructional tool and their evaluations of its efficacy in student interaction. This study offers insights into the application of eye tracking as an educational tool. We present a largely favorable perspective on implementing eye tracking within classroom settings, bolstered by discussions from professionals with extensive teaching experience.