Equity and Access in AR-Enabled Arts Education: A Literature Review with Implications for Indonesian Junior High Schools

Abstract

This literature review explores issues of equity and access in using augmented reality (AR) for arts education, especially in junior high school dance learning. Studies show that AR can enhance engagement, creativity, and cultural literacy, but challenges such as unequal device ownership, unstable internet, and varied teacher readiness often limit its application. By synthesizing recent international research, this review identifies practical solutions, including low-cost AR applications, collaborative project-based learning, and teacher training programs. It concludes that equity in AR-based arts education requires not only technological resources but also systemic support in curriculum, professional development, and policy aligned with the Sustainable Development Goals (SDGs). These insights are relevant for Indonesia, where arts education sustains cultural identity while promoting inclusive and transformative learning.