Sustainability education increasingly calls for innovative learning environments that help learners recognize ecological interdependencies and challenge anthropocentric worldviews. Everyday multispecies relationships, such as with companion animals, often underexplored, offer opportunities for cultivating ecological literacy and care. This paper introduces Augmented Ecological Relating (AER), an approach that combines Augmented Reality (AR) with embodied inquiry to explore multispecies perspectives. Going beyond embodied inquiry, AER specifies how digital augmentation can systematically support learners’ iterative noticing, ethical reasoning, and action within everyday multispecies ecosystems. We draw on a virtual summer workshop for adolescents in which participants used AR filters simulating dog and cat vision to investigate their pets’ sensory worlds. We used qualitative case study methods to examine how AR tools mediated human youths’ noticing, inquiry, and reflection. We found that the AR filters used in the study’s context enabled participants to critically reconsider pet behaviors within home ecologies. Participants recognized companion animals as ecological beings with distinct sensory experiences, explored interconnections among humans, animals, and environments, and reflected on ethical responsibilities in multispecies relationships. Through iterative inquiry, youth moved beyond companionship to sustainability-oriented perspectives grounded in relational care, systems thinking, and practical action. By embedding digital augmentation into everyday contexts, AER enabled learners to engage with more-than-human perspectives, fostering ecological awareness, ethical reflection, and sustainability literacy in accessible, meaningful ways.
Parekh et al. (Mon,) studied this question.