This systematic review summarises the latest research on the use of augmented reality (AR) in biology education at primary, secondary and tertiary levels. Searching Web of Science, Scopus and Google Scholar, we found 40 empirical studies published up until early 2024. For each study, we analysed biological content, technical features, learning practices and pedagogical impact. AR is most used in human anatomy, particularly in the circulatory and respiratory systems, but also in genetics, cell biology, virology, botany, ecology and molecular processes. Mobile devices dominate as a mediation platform, with marker-based tracking and either commercial apps or self-developed Unity/Vuforia solutions. Almost all studies embed AR in constructivist or inquiry-based pedagogies, and report improved motivation, engagement and conceptual understanding. Nevertheless, reporting on the technical details is inconsistent and the long-term effects are not yet sufficiently researched. AR should therefore be viewed as a pedagogical tool rather than a technological goal that requires careful instructional design and equitable access to ensure meaningful and sustainable learning.

Outdoor education (OE) represents an established approach to connecting learning with real-world contexts and supporting sustainability-related competencies. The aim of this study was to examine how Slovenian lower secondary natural science and biology teachers perceive and implement OE, as well as which factors influence its use in school practice. In Slovenia, natural science is taught as an integrated subject in grades 6–7, while biology is taught as a separate subject from grade 8 onwards; this study therefore included teachers from both instructional contexts. Data were collected using an online questionnaire completed by 108 teachers and analysed using descriptive statistics, correlations analyses, and Principal Component Analysis (PCA). The results indicate that teachers generally perceive OE as highly beneficial for students, particularly regarding engagement, experiential learning, and environmental awareness, but report obstacles such as limited time, curriculum overload, and large class sizes. These findings provide empirical insight into the gap between curricular intension and classroom practice and may inform policy measures and teacher education programmes aimed at strengthening the systematic integration of OE in Slovenian science teaching.