Аннотация
This study examines the factors influencing Kazakhstani teachers' readiness to adopt augmented reality (AR) masks and social networks for professional practice, particularly in assessing learning achievements. It aims to identify how demographic and professional characteristics, digital competence, and attitudes shape technology adoption. A questionnaire-based survey of 232 teachers was conducted, analyzing the interplay between age, teaching experience, subject area, digital competency, and attitudes toward innovation. Multivariate analysis of variance (MANOVA) was employed to assess correlations, with theoretical grounding in the Technology Acceptance Model (TAM) and digital divide theory. The analysis revealed several significant patterns in technology adoption among educators. Older teachers demonstrated lower acceptance of AR technologies (β = -0.22), highlighting persistent generational gaps in digital adaptation. Female educators showed markedly greater technological openness compared to their male counterparts, with this difference being statistically significant. Discipline-specific analysis uncovered that humanities teachers exhibited higher adoption rates of AR masks than science educators. The study findings highlight the need to develop specialized training programs that account for educators' age characteristics and subject-specific requirements, along with creating practice-oriented AR tools tailored to particular academic disciplines (especially for humanities).