Bridging Realities: Augmented Learning For Inclusive Education

In many nations, inclusive expansion in the education sector is still a major concern, especially in light of restricted access to technology and internet connectivity. It is projected that augmented reality, or AR, will revolutionize education by creating new avenues for inclusivity. With an emphasis on Tanzania and India, this article seeks to explore the potential of augmented reality (AR) to support equitable growth in education while outlining the major obstacles. A comprehensive study of the literature was carried out, utilizing books, journal articles, and conference proceedings. Descriptive statistics, cross-tabulation, and content analysis were used. The results indicate that strong digital infrastructure, widespread internet connectivity, and citizen digital literacy are necessary for AR to successfully apply. Among the major issues are the scarcity of qualified teachers in AR and students' desire for hands-on, project-based learning. These results shed light on how educators and policymakers might support inclusive education in developing nations by utilizing augmented reality in the classroom.