Augmented virtual reality in South African education and the field of architectural engineering for global impact

Tonga, Hyacinthe (2025) Augmented virtual reality in South African education and the field of architectural engineering for global impact. International Journal of Science and Research Archive, 15 (3). pp. 1510-1523. ISSN 2582-8185

This paper investigates the integration of Augmented Virtual Reality (AVR) technologies within South African higher education, with a concentrated emphasis on their application in architectural engineering. As immersive learning tools continue to reshape global pedagogical landscapes, AVR emerges as a particularly promising medium for enhancing spatial cognition, deepening student engagement, and aligning graduates with the evolving demands of the global built environment industry. The study foregrounds the case of Nelson Mandela University (NMU), a pioneering South African institution that has demonstrated leadership in this domain through the implementation of the Virtual Architecture Teaching Programme (VATP). Through this initiative, NMU has successfully embedded immersive technologies into design studios and interdisciplinary learning environments, offering critical insights into curriculum innovation, digital equity, and industry-aligned pedagogy. Drawing on both literature and emerging practice, the paper outlines the pedagogical benefits of AVR, assesses institutional and systemic challenges including infrastructure costs, curriculum integration, and staff capacity and synthesizes best practices for sustainable adoption. The findings contribute to a growing body of knowledge on immersive education in the Global South and culminate in a set of strategic recommendations aimed at expanding AVR integration in architecture and engineering programmes across Africa and beyond.