Too risky for the road but safe for schools? Rethinking smart glasses in the science classroom

Bibliographic Data

ID17831997
AuthorsJanine Aldous Arantes (0000-0002-0301-5780, Victoria University, corresponding author), Andrew Welsman (Victoria University)
Year2026
Volume13
Issue1
Publication date2026-03-19
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueHumanities and Social Sciences Communications (JOURNAL)
Journal identifiersISSN: 2662-9992 • E-ISSN: 2662-9992
PublisherPalgrave Macmillan (PUBLISHER • GB)
DOI10.1057/s41599-026-06988-5
OpenAlexW7139090509
LanguageEN
References cited21

This paper critically examines the governance of smart glasses in K-12 science education, using science classrooms as a case through which policy design challenges become visible. We position these wearable technologies not only as tools of pedagogical innovation but as governance challenges requiring regulatory attention. The vendors of smart glasses claim that their devices enhance real-time visualisation, support hands-free inquiry, and personalise activity. Yet, despite increased consumer availability and promotion by vendors, smart glasses are inconsistently specified in Australian school policy, unlike other high-stakes sectors such as transportation where wearable device categories are explicitly regulated. Drawing on a comparative analysis of policy associated with Australia’s K-12 mobile phones and the 2023 Victorian Road Rule Amendments “New Driver Distraction Road Rules”, this study proposes that science education requires similar anticipatory governance. Whereas the road safety framework classifies wearable technologies as potential sources of cognitive distraction and provides a stratified risk profile, device-specific restrictions, and enforcement mechanisms, we illustrate a stark contrast to the comparable provisions analysed in educational policy. This analysis identifies governance-relevant risk categories for staff, students, and schools that are not consistently addressed in the education policy texts examined, and that are difficult to standardise through discretionary, school-level interpretation alone. As such, this paper contributes to global conversations on educational justice, digital governance, and the ethical integration of emerging technologies in education

Corporate governance · Distraction · Emerging technologies · Enforcement · Mobile device · Position paper · Responsible Research and Innovation · Wearable computer · Wearable technology · Child Development and Digital Technology · Education and Technology Integration · Mobile Learning in Education

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