Abstract
<jats:p>In the digital era, immersive learning media is increasingly popular in the educational sphere. The use of this media has fuelled research on digital learning, including the use of Augmented reality, which facilitates learning to be more real and immersive. This study aims to present data on the significance of bibliometric trends in Augmented Reality as immersive media in teacher education. The research method uses bibliometric analysis. Data analysis was carried out with the help of Biblioshiny and VOSviewer applications, with a total of 344 literatures processed from the Scopus database from 2007 to 2025.Three important insights into Augmented Reality (AR) research in teacher education are revealed by the bibliometric study. First, since 2007, the field has grown exponentially, with the United States, China, and Spain emerging as the top contributors. At the same time, nations like Saudi Arabia and Turkey are showing increasing engagement, demonstrating the worldwide relevance of AR. Second, there is a significant lack of research on teacher training and professional development, despite the fact that student-centered applications are extensively emphasized in the literature (as shown by high-frequency phrases like "students" and "teaching"). This suggests that this is an area that requires more investigation. Third, interdisciplinary tendencies are apparent, with strong ties between AR and game-based learning, STEM education, and language acquisition. However, co-occurrence analysis shows that there are still few direct connections to teacher education practices. Ultimately, even though AR has the potential to revolutionize education, more disciplinary applications and teacher-focused frameworks should be given priority in future studies to properly realize its effects in learning environments.</jats:p>