Advancing AR Guidelines and Sharing Impact

October marked a pivotal moment for the CARS Project EU as the consortium progressed into the advanced development phase of its guidelines for using AR in language learning, while also strengthening dissemination efforts at a national and European level.

Building on months of classroom observations, empirical research, and teacher feedback across partner countries, this period focused on transforming evidence into structured, practical guidance for educators. The guidelines currently in development adopt a holistic approach, combining pedagogical planning, technical implementation, and emotional classroom management. This reflects a core insight of the project: meaningful AR integration depends not only on tools, but on how learning experiences are designed, facilitated, and supported in real classrooms.

Alongside this work, October was also a key dissemination milestone in Cyprus, where project partners showcased the impact of CARS during Erasmus Days 2025. On 14 October, Dimotiko Scholeio Agias Napas–Antoni Tsokkou participated in the celebrations held at the Giorgos Seferis Cultural Centre in Agia Napa. The event provided an opportunity to present the outcomes and educational value of Erasmus+ initiatives, including the CARS Project EU, to a wider community.

During the event, partners highlighted how AR storytelling supports creativity, active participation, and European collaboration, while reinforcing shared values such as innovation, inclusion, and sustainability in education. The presence of students, educators, parents, and local stakeholders helped underline the real-world impact of project activities beyond the classroom.

📸 A selection of images from the event can be viewed in the gallery below:

This dissemination activity complemented the project’s internal progress, ensuring that research-driven outcomes are visible, accessible, and connected to broader educational communities.

Latest Developments in AR

October’s progress also sits within a wider international research landscape that continues to validate both the promise and the practical demands of AR in learning. A recent open-access paper in Nature Scientific Reports, “Examining the impact of augmented reality on students’ learning outcomes” (Tian & Ironsi, 2025), explores how AR influences student learning performance and classroom experience through a mixed-method approach. The study reports that AR can support improved learning outcomes and engagement, while also highlighting real-world pitfalls such as initial cognitive overload, the importance of teacher readiness, and the need for structured implementation rather than “tech-first” adoption. This is exactly why the CARS guidelines matter: they translate evidence into practical, teacher-friendly direction, covering pedagogy, technical setup, and emotional classroom management, so AR storytelling can be implemented with confidence and impact.

International research continues to highlight the potential of Augmented Reality to enhance engagement, cognition, and learning design when used with clear pedagogical intent. Building on this growing evidence base, the CARS Project EU is translating research into practice through the advanced development of its guidelines, shaped by real classroom experiences.