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. 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.

Source: New York Times March 19, 2026 08:44 UTC