This systematic review focuses on the influence of immersive mixed reality classrooms for structural inspection in education, specifically in engineering education. Studies addressing the use of augmented and mixed reality in university and secondary school classrooms were analyzed, emphasizing the development of spatial skills, motivation, and teamwork. The results show that these technologies improve spatial perception skills among both mechanical engineering and architecture students, foster active and collaborative learning, and enable non-destructive simulations of structural heritage. However, the review also acknowledges challenges related to high implementation costs, the digital divide, and the need for adequate teacher training. A systematic review methodology was applied, employing inclusion criteria that encompassed educational intervention studies using mixed reality. Studies unrelated to education or lacking empirical data were excluded. Twenty-two studies were included and analyzed qualitatively, highlighting how structural inspection can benefit from acoustic methods and simulations. The findings suggest that mixed reality can foster innovative learning practices, although they also highlight considerations regarding infrastructure and training for its effective implementation in engineering education. Finally,this systematic review contributes to the general understanding of the subject by proposing recommendations for future reviews that incorporate more rigorous quantitative analysis.
