The accelerating technological evolution of the automotive sector, characterized by the integration of complex systems like electric vehicle (EV) powertrains and Advanced Driver- Assistance Systems (ADAS), has generated a critical skills gap within conventional vocational training curricula. Traditional, manual-based instructional methods are increasingly inadequate for preparing technicians to execute complex, high-stakes diagnostic and repair procedures with the requisite speed and accuracy. This study investigates the potential of Augmented Reality (AR) as a transformative instructional paradigm. AR facilitates the overlay of real- time, context-aware visual guidance directly onto physical vehicle components, thereby offering an innovative solution to mitigate the limitations of established training practices. Employing a quasi-experimental design, this research empirically measures the impact of AR- enhanced instruction on trainee performance time, procedural error rates, and subjective cognitive load during complex automotive repair tasks. The findings are anticipated to validate the theoretical premise that AR significantly enhances learning efficiency and accuracy, providing a robust empirical foundation for the integration of AR technologies into modern automotive vocational education and contributing to the body of literature on technological pedagogy.