Augmented Reality (AR) enhances learning by offering immersive, interactive experiences, bridging the gap between theoretical instruction and hands-on practice. In TVET institutions, particularly in Building and Civil Engineering diploma programs, AR addresses challenges such as outdated teaching methods, limited access to modern tools, and insufficient development of practical skills. This study investigates AR’s impact on trainees' practical skills acquisition in concrete mixing within Nairobi County’s TVET institutions. While previous research highlights AR’s potential to improve engagement, motivation, and spatial reasoning, there is limited research on its practical implementation in resource-constrained settings. This study proposes a data-driven framework for AR integration, assessment, and instructor training. The sample comprised 62 trainers and 354 trainees from 10 selected TVET institutions, using simple random sampling. The Solomon Four-Group Experimental Design minimized pre-test sensitization effects. Data were collected using structured and semi-structured questionnaires, interview schedules, and classroom observation checklists. Quantitative data were analyzed using SPSS, employing descriptive and inferential statistics, while qualitative data were analyzed thematically. The findings reveal that AR significantly improves practical skills in concrete mixing by enabling trainees to visualize processes, simulate tasks, and gain confidence before real-life applications. This study provides evidence-based insights for policymakers, curriculum developers, and educators on effectively integrating AR in TVET programs. It recommends blended instructional approaches, trainer support, and infrastructure development to optimize AR’s impact on skill-based learning and improve technical education quality in Kenya.