Augmented Reality as a Pedagogical Tool for Green Education in Primary Schools: Principles, Applications, and Implications
Augmented Reality as a Pedagogical Tool for Green Education in Primary Schools: Principles, Applications, and Implications

Summary/Abstract: This article explores the integration of Augmented Reality (AR) in sustainability education within primary school contexts. Drawing on constructivist, experiential, and multimodal learning theories, the study frames AR as a transformative pedagogical mediator. By examining its alignment with the European Green Deal and the GreenComp sustainability competence framework, the article presents a three-phase instructional model for AR-based environmental learning. It also addresses ethical, cognitive and technological issues, providing a clear view and future directions for those wanting to promote meaningful, equitable and competence-based use of AR with pupils and students. The methodology of qualitative document analysis, conceptual modelling and integrative literature review are integrated into a pedagogical model that is theoretically informed. The results indicate that when designed-in a thoughtful manner, AR has the potential to significantly increase student engagement, support inclusive learning, and promote early-stage sustainability competence development. Though the design is based on theory and practice, its hypothetical character does not allow empirical generalisation. Additional studies are needed to confirm its long-term effects and generaliseability in various educational outcomes.

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