Purpose The purpose of this paper was to investigate the influence of augmented reality (AR) on the vocational equity of students in vocational high school (VHS). This research mediator is bespoke personalization knowledge, experience of ephemeral elevation, and transverse skill based on the theories of mental imagery and cognitive load. Design/methodology/approach This research was followed by 61 students of VHS in the Province of Bali, Indonesia, who were analyzed using a partial least square structural equation. Findings This research showed that bespoke personalization knowledge, experience of ephemeral elevation and transversal skill concurrently fully mediate the link between attributes of AR and vocational equity. The research highlights that ephemeral elevation has the most influential impact rather than bespoke personalization knowledge and transversal skills as mediator variables that increase vocational skills. Practical implications Practically, AR attributes through strategic approaches such as bespoke personalization knowledge, the experience of ephemeral elevation and transversal skills are enhanced to improve students’ vocational equity, which may encourage students to discover and experiment with practical crafting. Originality/value This research reveals the synergy between the theory of mental imagery and the theory of cognitive load that concerns the impact of AR attributes toward vocational equity through bespoke personalization knowledge, the experience of ephemeral elevation and transversal skill as mediator variables. Integrating AR with mental imagery theory and cognitive load theory creates a harmonious framework for enhancing digital learning environment experiences. By leveraging bespoke personalization knowledge, AR can tailor to students’ needs and personalized goals, ensuring that cognitive load is optimized and creates a germane load to make metaliterary skills. © 2025 Emerald Publishing Limited
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