The investigation of diverse pedagogical approaches applied to teaching in engineering graphics, particularly in three-dimensional design (3D) and modelling, is crucial to developing the spatial visualization and geometric representation skills required in this multidisciplinary field. Augmented Reality (AR) and Agile learning are two emerging approaches to effective learning. Augmented Reality (AR) enables the 3D visualization of mechanical parts, facilitating spatial perception and the interpretation of orthogonal views, sections, and cross-sections. Moreover, Agile Learning emphasizes iterative methodologies and teamwork, fostering autonomous learning, self-assessment, and continuous improvement in the design process. The research project is based on comparing the effectiveness of implementing Augmented Reality with Agile Learning in the classroom versus the use of traditional teaching methods in the training of industrial design engineering students. Methodologies were analysed in terms of conceptual understanding, spatial skills, teamwork, and motivation among students. The results of the research include the evaluation of two teaching methods: the first based on AR and Agile Learning, and the second following a traditional method. Students engaged in 3D modelling sessions and were granted access to augmented reality tools to manipulate mechanical parts. Pre- and post-session surveys were used to evaluate the potential effect of each methodology on their comprehension of modelling and representing objects, followed by an analysis of variance to assess significant distinctions among the results. The integration of Augmented Reality and active learning strategies like Agile Learning facilitates students’ interaction with three-dimensional models in a more immersive and collaborative environment.