The aim of this study is to integrate Augmented Reality (AR) and Virtual Reality (VR) into curriculum design. In terms of purpose, the present research is applied, and in terms of the nature of the data it is quantitative with a descriptive–analytical approach.The statistical population of this study consisted of 800 teachers, university professors, curriculum designers, and students in fields related to educational sciences and educational technology. Based on Cochran’s formula, a sample of 264 participants was selected through random sampling. The data collection instrument in this study was a researcher‑made questionnaire. SPSS software was used to analyze the findings.The results showed that variables such as perceived usefulness, ease of use, technological skills, quality of digital content, and institutional support have a positive and significant effect on the level of integration of AR and VR in the curriculum. The findings also indicate that the use of immersive learning environments increases learner engagement, improves understanding of complex concepts, and strengthens experiential learning.However, barriers such as infrastructure limitations, lack of digital skills, and the high cost of equipment remain major challenges to implementing these technologies in educational environments. Based on the research findings, the effective integration of AR and VR requires simultaneous attention to technological, educational, and organizational factors, as well as the development of policies and operational guidelines for curriculum designers and teachers.