Spatial intelligence is an essential skill for understanding and solving real-world problems. These visuospatial skills are fundamental in the learning of different Science, Technology, Engineering and Mathematics (STEM) subjects, such as Technical Drawing, Physics, Robotics, etc., in order to build mental models of objects or graphic representations from algebraic expressions, two-dimensional designs, or oral descriptions. It must be taken into account that spatial intelligence is not an innate skill but a dynamic skill, which can be enhanced by interacting with real and/or virtual objects. This ability can be enhanced by applying new technologies such as augmented reality, capable of illustrating mathematical procedures through images and graphics, which help students considerably to visualize, understand, and master concepts related to mathematical functions. The aim of this study is to find out whether the integration of the Geogebra AR (Augmented Reality) within a contextualized methodological environment affects the academic performance and spatial skills of fourth year compulsory secondary education mathematics students.

The rise of so-called emerging technologies is broadening the way in which students access information and in turn changing the way in which they can interact and the experiences to which they are exposed. Mobile devices are regarded as flexible tools that facilitate access to information in different formats and in any environment. For its part, Augmented Reality is a technique that, through mobile tools, can enhance the globalization of content and access to contextual information in various ways. Together, the globalization of mobile devices and Augmented Reality contribute to an inclusive, equitable, and quality education, as mentioned by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in goal four on Sustainable Development (Sustainable Development Goals 4 (SDG 4)). This article analyses the binomial Augmented Reality-mobile devices, and takes a conceptual approach to these technological environments, both the technique and the tool, in the context of quality education. To assess the potential of Augmented Reality-mobile devices as a methodological learning resource, a learning unit of Secondary Education is presented in the field of Technology, enriched with different materials related with Augmented Reality.

Augmented reality (AR) technology is making a strong appearance on the industrial landscape, driven by significant advances in technological tools and developments. Its application in areas such as training and assistance has attracted the attention of the research community, which sees AR as an opportunity to provide operators with a more visual, immersive and interactive environment. This article deals with an analysis of the integration of AR in the context of the fourth industrial revolution, commonly referred to as Industry 4.0. Starting with a systematic review, 60 relevant studies were identified from the Scopus and Web of Science databases. These findings were used to build bibliometric networks, providing a broad perspective on AR applications in training and assistance in the context of Industry 4.0. The article presents the current landscape, existing challenges and future directions of AR research applied to industrial training and assistance based on a systematic literature review and citation network analysis. The findings highlight a growing trend in AR research, with a particular focus on addressing and overcoming the challenges associated with its implementation in complex industrial environments.

In the context of Industry 4.0, industrial environments are at a crossroads, facing the challenge of greater flexibility and significant technical skills gaps. In this situs, Augmented Reality (AR) emerges as a transformative tool, enhancing the synergy between technical staff and emerging technologies. This article focuses on exploring the integration of AR in Industry 4.0, with a particular emphasis on its role in improving technical assistance and training. The research addresses the ways in which AR not only facilitates more efficient processes but also acts as an essential bridge for training and skills development in constantly changing technological environments. It investigates the significant impact of AR on both optimising work processes and training workers to meet the emerging challenges of Industry 4.0. Through a qualitative analysis, the studies are categorised according to their application domains, grouping them into specific thematic areas. Subsequently, a meta-analysis is conducted to determine the actual impact of AR in the sector. The findings reveal a positive and significant correlation between the implementation of AR and its effectiveness in assistance and training in the framework of Industry 4.0. Finally, the article delves into an analysis of current limitations and challenges, providing insights into possible developments and trends in the use of AR for assistance and training in Industry 4.0.

This study presents a systematic review (SR) of the literature on the use of Augmented Reality (AR) for the development of spatial skills of secondary and higher education students in the teaching of subjects related to the area of Science, Technology, Engineering and Mathematics (STEM). Numerous researchers have confirmed that students tend to have difficulties in acquiring learning content with a high visual load, which is why AR is being used to improve teaching–learning processes. This paper aims to present information of interest to researchers, teachers and software developers about the advantages and limitations of AR in the development of spatial intelligence, the integration and development of AR applications, as well as the predominant spatial skills and assessment methods. In this regard, an initial search was carried out which returned 242 articles. After reviewing and assessing their eligibility, a total of 17 papers published since 2002 were selected. The findings reveal an increase in the number of investigations over the last few years. Some of the most notable findings are the improvement of spatial skills of students through the inclusion of AR in educational environments, the need for teacher training, the lack of personalization in the applications developed and the scarcity of augmented materials in the form of Open Educational Resources (OER).

In light of mounting environmental concerns surrounding the overuse and accumulation of plastic waste, the United Nations (UN) has turned its attention towards sustainable materials and the Circular Economy (CE). Polymer recycling technologies have the potential to reduce the environmental impact and carbon footprint of plastic waste production, thereby contributing to the achievement of several Sustainable Development Goals (SDGs). In response to this challenge, students enrolled in the fourth year of secondary education, specializing in technology, during the 2021–2022 academic year, developed an open-source prototype that automatically transforms polyethylene terephthalate (PET) bottles into recycled rPET filament for 3D printing using an automated pultrusion model. In this working group, one of the students identified as gifted developed the pultrusion prototype using challenge-based learning and the project method (PM), which is now known as project-based learning. The resulting prototype has the capacity to transform PET bottles into rPET filament with mechanical properties comparable to those of commercial filaments, thereby enabling the manufacture of a wide range of products through 3D printing. It is not the intention of this work to create a commercial product. Rather, it is designed to promote social and sustainable entrepreneurship, CE, and the values of Education for Sustainable Development (ESD) through the recycling of polymers by means of 3D printing production. In addition, it seeks to develop the key competences for sustainability described in the methodological framework established by UNESCO in 2017.