<![CDATA[This research explores the development of a regulatory strategy to support the implementation of Augmented Reality (AR) as a visual aid in science learning (IPA) at rural elementary schools. The urgency of this study stems from the limited access to digital learning media in rural areas, which hinders students' understanding of abstract scientific concepts. Despite AR’s proven potential to enhance interactive learning experiences, its adoption in rural settings remains minimal due to insufficient infrastructure, low digital literacy, and the absence of clear regulations or policies. According to data from the Ministry of Education (2024), only 10% of rural schools have tried AR, and less than 5% have sustained its implementation. This study adopts a mixed methods sequential exploratory design. The quantitative phase includes surveys distributed to teachers and students to assess challenges, readiness, and current trends of AR usage. The qualitative phase involves in-depth interviews with educators and local education officials, along with document analysis of relevant policy frameworks. The goal is to formulate a practical and contextual regulatory strategy that addresses the specific needs of rural schools. The study supports national priorities outlined in the Indonesian National Research Master Plan (RIRN 2017–2045) and contributes to digital transformation in education. The expected outcome is a set of policy recommendations and a regulatory model for integrating AR into science learning, which will be published in an accredited national journal. The targeted Technology Readiness Level (TRL) is level 3, following validation of the proposed strategy in real school contexts.]]>
