Abstract:

Augmented and Immersive Reality (A&IR) technologies hold significant potential to transform higher education by fostering interactive, engaging, and creative learning environments capable of supporting deeper conceptual understanding and collaborative learning. Augmented Reality overlays digital information onto the physical world, while Immersive Reality enables learners to interact with fully simulated environments; together, they offer new opportunities for experiential, learner-centered, and competence-oriented pedagogical approaches. Despite their recognized educational potential, A&IR technologies remain underutilized in higher education due to persistent barriers, including limited educator competences, insufficient pedagogical frameworks, institutional constraints, and the lack of accessible, sustainable, and open technological solutions.

This article presents a structured and critical review of the scientific literature on the adoption of A&IR in higher education, with the aim of synthesizing existing pedagogical approaches, technological solutions, and reported educational benefits, while also identifying recurring challenges and research gaps. The review focuses on how A&IR has been employed to support innovative didactic strategies, student engagement, creativity, and transversal skill development, highlighting limitations related to scalability, educator professional development, curricular integration, and long-term sustainability.

Building on the outcomes of the literature analysis, the article introduces a conceptual and pedagogical framework for the integration of A&IR in higher education, developed within the context of the European-funded Erasmus+ cooperation partnership AIR (Augmented and Immersive Reality in Higher Education). Rather than reporting empirical results, the paper positions the AIR project as a design-oriented and exploratory initiative, where insights from the literature are translated into the co-design of innovative didactic approaches, competence-based learning modules, and open-source A&IR learning technologies aimed at enhancing digital readiness and resilience in the higher education sector.

A central and original contribution of the article lies in its exploration of the potential role of Artificial Intelligence in A&IR-based educational environments. Drawing on recent studies in educational AI, learning analytics, and adaptive systems, the paper discusses how AI techniques could augment A&IR experiences by enabling intelligent content adaptation, personalized learning pathways, automated feedback, and data-informed instructional design. At the same time, it critically addresses emerging pedagogical, ethical, and organizational challenges related to transparency, educator agency, and responsible use of AI in immersive learning contexts.

The article concludes by outlining a future research and design agenda for AI-enhanced A&IR in higher education, emphasizing the need for systematic empirical studies, robust pedagogical models, educator competence development, and sustainable open technological ecosystems. By combining a comprehensive literature review with a conceptually grounded and forward-looking perspective, the paper aims to contribute to both the theoretical understanding and the informed implementation of A&IR and AI technologies in the ongoing digital transformation of higher education.

Keywords:

Augmented Reality, Immersive Reality, Artificial Intelligence, Higher Education, EU funded project.