Augmented reality has a wide range of potential for university teaching, especially in technical education. Despite its increasing use, systematic, didactically sound implementation approaches are still rare. The aim of this article is therefore to lay the foundations for a university didactic implementation model for the introduction of AR technologies. Based on a systematic literature review and a qualitative survey of experts, central dimensions were identified that are relevant for the integration of AR in university teaching. These relate in particular to didactic design, technological and organizational requirements, questions of inclusion as well as examination compatibility and sustainability. The results show that existing industrial implementation frameworks, such as the model by Mühlan et al. (2021), provide valuable impulses, but require an education-specific extension. In the comparative analysis, similarities and differences between theoretical and practical perspectives are identified. Based on this, an outline is provided for the further development of an implementation model incorporating the ADDIE and ARCS models. This article provides the theoretical and empirical foundations for developing an evidence-based, participatory, practice-oriented model for integrating AR into higher education.