In fulfillment of the requirements of Industrial Revolution 4.0, Augmented Reality is acknowledged for fostering engaging and immersive educational environments that boost student motivation and interaction. However, its real-world classroom application especially in Malaysian ESL contexts remains limited. Hence, this study explores STEM teachers’ perceptions of using AR to enhance vocabulary acquisition among ESL learners in STEM subjects. In this qualitative study, four STEM teachers from a learning centre in Selangor, Malaysia, participated in the semi-structured interviews. The purpose of the study was to explore the STEM teachers' perceptions of the advantages and difficulties of integrating AR into English vocabulary learning in a STEM context, as well as their readiness to include AR into future teaching methods. The six-phase method developed by Braun and Clarke was used to analyse the data thematically. The findings revealed five main themes which are AR’s usefulness, ease of use, teacher attitudes, behavioural intentions, and external barriers. Teachers recognised that AR's 3D visualisation and interactive features could enhance students' conceptual understanding and vocabulary retention. However, concerns were raised over technical complexity, lack of training, limited infrastructure, and the risk of student distraction. Despite these barriers, all participants expressed openness toward using AR in the future provided they receive proper support, accessible tools, and curriculum-aligned content. This study recommends targeted professional development, collaborative AR content development among educators, and investment in digital infrastructure. Future research should include ESL students’ perspectives on vocabulary mastery in STEM contexts.
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