The integration of Augmented Reality (AR) into digital learning holds considerable significant promise for enhancing learner engagement, particularly in STEM disciplines (Science, Tech- nology, Engineering, and Mathematics). AR applications provide immersive and interactive learning experiences that can actively stimulate students' curiosity and foster deeper un- derstanding, making them promising tools for rethinking engagement in higher education. However, effectively leveraging AR for remote learning environments remains challenging, especially across diverse linguistic and educational contexts. This scoping review system- atically identifies and maps available AR tools aimed at supporting digital learning in STEM fields, accessible in English, Spanish, or German, between 2019 and 2025. Following the PRISMA guidelines, a structured search was conducted across digital distribution platforms (Apple App Store, Google Play Store). Inclusion criteria targeted AR applications with a clear educational focus on STEM, available in at least one of the three specified languages, and compatible with mobile devices. The search strategy employed natural language search terms tailored to Spanish, English, and German, reflecting the absence of Boolean operators in mainstream mobile app distribution platforms. The app titles and descriptions were manually screened to ensure their relevance. Data extraction captured core attributes, including educational level, device compatibility, cost model, language availability, and the geographical origin of the developers. The scoping review is expected to provide insights into the current landscape of AR tools for STEM digital learning. By identifying strengths and gaps in existing offerings, the study will inform educators, developers, and policymakers on how to better harness AR technologies to
promote engagement, adapt teaching to diverse needs, and foster inclusive learning environments.
Particular attention will be given to the accessibility of AR tools across different educational levels and linguistic groups, supporting the broader goal of rethinking higher education through engagement, adaptation, and inclusion.