A. Asrizal, F. Festiyed, H. Helma, Azifa Feziyasti
Essential skills, including collaboration, environmental awareness, and digital literacy, are central to 21st-century learning. However, science education often lacks the systematic integration of innovative technologies and sustainability-oriented approaches. This study systematically reviews empirical research on the integration of augmented reality (AR) and education for sustainable development (ESD) aimed at enhancing these competencies. Following the PRISMA framework, 21 Scopus-indexed articles published between 2015 and 2025 were analyzed using thematic content analysis. The findings indicate a substantial increase in publications after 2020, with Indonesia and Spain as leading contributors. Most studies were situated in science education and computer science, employing quasi-experimental and research-and-development methodologies. While all studies addressed Sustainable Development Goal (SDG) 4 (quality education), several also targeted SDG 12 (responsible consumption and production) and SDG 13 (climate action). Reported outcomes include improvements in conceptual understanding, learning motivation, and environmental awareness. Collaborative skills and transformative learning, defined as shifts in learners’ perspectives and behaviors through reflective practice, remain relatively underexplored. This review underscores the need for interdisciplinary research that integrates AR with social, ethical, and human-centered approaches, offering insights for innovative instructional design in science and sustainability education. © 2026 The Author(s).
Universitas Negeri Padang, Indonesia
