Higher education institutions are exploring Augmented Reality (AR) for its potential to enhance teaching and learning, yet instructor adoption remains limited. This study investigates the factors influencing higher education instructors’ behavioural intention to use AR, employing a sequential explanatory mixed-methods approach. An extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model, incorporating Content Quality (CQ) and Resistance to Change (RC), was tested quantitatively using survey data from 436 instructors globally (analysed via PLS-SEM). Findings revealed Performance Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), CQ, and Hedonic Motivation (HM) significantly predicted instructors’ intention. Facilitating Conditions (FC) and RC indirectly influenced intention by impacting perceptions of performance and effort expectancy. Age moderated the relationship between FC and intention. Subsequent qualitative two focus groups corroborated AR’s perceived benefits (aligning with quantitative predictors) but highlighted critical barriers, primarily insufficient institutional support, lack of training, and resistance, providing context for FC’s and RC’s indirect roles. The study concludes that while perceived value drives instructors’ initial intentions, overcoming practical barriers through robust institutional support and training is crucial for successful AR integration in higher education.