The Future of Interactive Education: Exploring Teachers’ Views on Integrating Holograms into the Learning Process

Abstract

This study wanted to find out what Saudi teachers think about using holographic technology in their classes and how it could support learning and communication. Teachers who participated in the research numbered 570 and all were from public schools in Al-Ahsa Governorate, Eastern Province, during 2024-2025. A supported survey, assessed and approved by experts and pilots, was applied to obtain quantitative information. Information about teachers’ demography (gender, age, education, experience) was collected in the first section and the second section focused on teachers’ opinions about using holograms in schools. Findings revealed that while teachers understand holographic technology well, they struggle to implement it because of price, insufficient technical help and a scarcity of training materials. Regardless of these problems, teachers notice that holograms can help students stay engaged, understand topics better and become more motivated in school. Even so, it was pointed out that integrating holograms into standard subjects remains an issue and they highlighted the importance of special training for better use of the tool. The paper found that holograms can be successful if the main barriers—financial, technical and support—are solved. Suggestions are made to engage the private sector in funding new technologies and to organize broad teacher training courses. The purpose is to provide engaging learning spaces that help students handle today’s challenges. We should keep exploring this area by studying many different areas and bringing in a variety of stakeholders to confirm and increase what we know now.