ABSTRACT The COVID‐19 pandemic has profoundly disrupted traditional face‐to‐face education, accelerating the shift towards digital learning environments and prompting the adoption of innovative pedagogical approaches. Among these, Augmented Reality (AR) has emerged as a transformative educational tool, offering immersive and interactive platforms that enhance students' understanding of complex concepts. This study investigates the integration of AR technology into university‐level beverage preparation courses, with the aim of fostering creativity and strengthening professional competencies. The findings indicate that AR has considerable potential to enhance creative performance, reshape pedagogical practices, and promote self‐directed learning. By addressing prevalent learning challenges and providing actionable insights into students' developmental progress, AR supports the design of tailored teaching strategies while cultivating industry‐relevant skills. This research highlights the role of AR in advancing inclusive, equitable, and high‐quality education, in alignment with Sustainable Development Goal 4 (SDG 4), and underscores its broader significance in redefining educational paradigms in the post‐pandemic era.
Yen-Cheng Chen (2025) studied this question.