This study reviewed ways to improve teaching and learning in Agricultural Science Education through the integration of augmented learning in Bayelsa State. Agricultural Science Education was recognized as a vital discipline for fostering food security, environmental sustainability, and socio-economic development in Nigeria. However, the teaching of the subject has remained largely theoretical, constrained by inadequate instructional resources and limited use of technology. Drawing on the Constructivist Learning Theory, the study emphasized that knowledge construction occurs through experiential and interactive engagement, principles that align with augmented learning approaches. Augmented learning, which combines digital simulations and real-world experiences, was identified as a transformative instructional strategy that enhances learners’ motivation, comprehension, and participation. The conceptual analysis demonstrated that augmented learning fosters an immersive, technology-supported environment where abstract agricultural concepts become tangible and practical. Its integration empowers teachers to adopt learnercentered methods while enabling students to engage with realistic agricultural scenarios in virtual contexts. The theoretical and practical implications suggested that augmented learning promotes pedagogical innovation, technological competence, and experiential understanding, thereby addressing long-standing instructional challenges in Agricultural Science Education. The study recommended capacity-building programmes for teachers, inclusion of augmented learning in educational curricula, and provision of requisite digital infrastructure by policymakers. In light of these findings, it was concluded that augmented learning serves as a viable pedagogical innovation capable of transforming Agricultural Science Education in Bayelsa State, equippin