Finalising AR Guidelines and Looking Beyond the Classroom

In November, the CARS Project EU entered the final stages of guideline development, bringing together pedagogical insights, technical considerations, and emotional classroom strategies into a cohesive framework for AR-enhanced language learning. With the guidelines now nearing completion, attention turned not only to refinement, but also to how these outcomes will be shared with a wider educational community.

The forthcoming guidelines are intended to support teachers, school leaders, policymakers, and education stakeholders, offering a structured yet flexible reference for integrating AR into language education. They address key questions such as how to plan AR-based lessons, how to scaffold learning effectively, how to manage student engagement and emotional responses, and how to align AR activities with curricular goals.

Alongside finalising content, November also marked a shift toward preparing for upcoming multiplier events, which will serve as the main dissemination moments for sharing the project’s outcomes. These events will provide opportunities to present the guidelines, discuss classroom experiences, and engage educators and decision-makers in dialogue around AR’s role in future-focused language education.

Latest Developments in AR

Beyond education-specific contexts, recent international research continues to demonstrate how AR is expanding across multiple domains. A newly published peer-reviewed study in Nature Scientific Reports, "An intelligent taekwondo coaching system based on augmented reality technology with real-time feedback mechanisms" (Yang & Wang, 2025), explored the use of AR in real-time coaching and performance feedback in sports training. While not focused on formal education, this research reinforces themes highly relevant to CARS, such as feedback, scaffolding, real-time guidance, and learner engagement.

These developments highlight a broader trend: AR is increasingly being used to support learning through immediate feedback and immersive experiences. The CARS Project builds on these ideas within an educational framework, translating similar principles into age-appropriate, pedagogically sound practices for language learning in schools.

As November draws to a close, the project stands at a moment of readiness, with guidelines nearly finalised and dissemination activities on the horizon, ensuring that the insights gained throughout the project can reach and support a broad European audience.