Augmented reality (AR) is one of the key emerging educational technologies that has gained traction in recent years. Subsequently, researchers have also begun to acknowledge AR's potential as a pedagogical tool that can be integrated into school curricula for environmental education. Such progress is important since the urgency of the climate crisis as evidenced by recent extreme weather events (e.g., record-breaking storms, severe heatwaves across the globe) emphasizes the need to ramp up efforts for educating the youth on the environment. Thus, this scoping review aimed to summarize the characteristics of studies on the use of AR in environmental education to identify important gaps and trends in the literature. A search of three databases (Scopus, Web of Science, and ScienceDirect) was conducted. Forty-two articles were retained after the systematic search procedure and selection process. Findings point to the need for more studies on the use of AR in environmental education. The need to involve teachers in research on AR in environmental education is emphasized, due to the observed lack of participation of teachers in such studies. In future research on this topic, more inclusion and diversity are also recommended to test AR's utility and effectiveness across contexts. We also recommend an assessment of outcomes relevant to student learning for a more education-driven approach to evaluating the value of AR in promoting environmental education. Other implications for future research and practice are discussed.