Cao Thi Van Giang¹, Le Thi Thu Hiep², Cao Cu Giac^3,

Practical training is a cornerstone in developing the professional competencies of pre-service chemistry teachers, yet traditional laboratory instruction faces persistent challenges, including high operational costs, chemical safety risks, and limited opportunities for repetitive practice. To address these barriers, this study proposes a systematic five-step framework for designing Augmented Reality (AR) laboratories specifically tailored for teacher education: (1) Pedagogical Needs and Content Analysis, (2) Scripting and 3D Modeling, (3) Technology Development and Integration, (4) Pre-deployment Alpha Testing, and (5) Pedagogical Beta Evaluation. The framework's effectiveness was validated through a pedagogical experiment conducted at a public teacher education university, involving 60 third-year pre-service chemistry teachers (n = 30 for both experimental and control groups). Focused on "Essential Oil Extraction" via steam distillation, this AR-assisted environment integrates scientific data overlays and real-time interaction systems, allowing students to visualize abstract concepts such as phase transitions and steam transport mechanisms. Experimental results indicated that students using the AR framework achieved a 15% higher improvement in practical psychomotor skills and a 10% increase in safety awareness compared to the control group. Furthermore, qualitative feedback highlighted high student satisfaction (4.5/5.0) due to the ability to practice complex procedures in a risk-free environment. These findings confirm that the proposed framework provides a robust, scalable foundation for modernizing chemistry laboratory instruction through digital transformation.

Pre-service Teachers, Essential Oil Extraction, Laboratory Instruction, Computer-Based Learning, Multimedia-Based Learning, Visualization, Augmented Reality (AR), Distillation, Safety/Risk Assessment