With the subsequent aim of developing a school curriculum integrating Augmented Reality into the realm of art, we conducted a survey targeted towards humanities educators in the consortium countries (Czech Republic, Italy, Portugal, and Spain). The purpose was twofold: to evaluate their level of familiarity and digital competencies, and to explore the current utilization of virtual reality in classrooms, along with the potential for its integration into teaching practices. The collected data will guide the development of a school art curriculum that seamlessly integrates digitization and augmented reality into the educational system.

Integrating Augmented Reality (AR) in the School Art Gallery project brings numerous advantages to both teachers and students:

Active Engagement: AR captivates students, fostering enjoyable learning and encouraging participation in art-related activities.

Digital Competency: The project focuses on equipping teachers with digital skills to integrate AR into art education, benefiting both students and educators.

Innovative Teaching: Teachers can adopt dynamic methods by incorporating AR, aligning with contemporary trends in technology.

Improved Outcomes: AR integration deepens understanding and fosters creativity, potentially leading to improved student outcomes.

Career Readiness: Exposure to digital technologies, including AR, prepares students for future careers in arts and design.

Educational Trends: The project aligns with broader trends in education, recognizing technology's role in enhancing learning experiences.

Curriculum Enhancement: Survey results will inform a comprehensive art curriculum, seamlessly integrating digitalization and AR into the educational system.

Here's a summary of the key findings from the surveys conducted in Spain, Portugal, Italy, and the Czech Republic:

In Spain, it's highlighted that the majority of teachers are comfortable using digital tools, although they're not familiar with the European Framework for Digital Competence of Educators. There's widespread interest in Augmented Reality, despite not being utilized in classrooms, and there's identified need for support and training for its effective integration. Students demonstrate decent digital skills and an interest in receiving AR training.

In Portugal, it's observed that visual arts and music teachers use digital tools in their teaching, but lack knowledge about the European Framework for Digital Competence of Educators. Although most haven't used AR in class, they show interest in its potential. The need for more support and training for AR integration is emphasized, as well as active student participation in artistic activities.

In Italy, it's evident that teachers have varied digital skills and see the potential of AR in humanities teaching. However, there's a lack of familiarity with the European DigComEdu framework. There's interest in carrying out AR projects, such as virtual art exhibitions and street art tours. Additionally, there's an identified need for specific training for integrating technologies like AR in the classroom.

In the Czech Republic, it's highlighted that teachers are familiar with various digital tools, including AR and VR. However, there's also limited familiarity with the DigComEdu framework. Although there's interest in AR, there's expressed need for more training and resources for its effective implementation. Students are perceived as competent in using electronic devices and show active expression through digital media in art classes.

In summary, the survey results from these European countries reflect a common interest in integrating technology, especially Augmented Reality, into art education. The need for training and support for teachers, as well as active student participation in artistic activities, is emphasized. 

These findings underscore the importance of promoting effective use of digital technology and integration of the arts in education for comprehensive educational development.