Augmented reality combines virtual and real elements within the same visual environment. It is urgently necessary that augmented reality be incorporated into public education in developing countries. This challenge requires governments to be committed to education. Nevertheless, within our nations, there exists an emerging body of expertise concerning the innovation of educational material utilizing Information and Communication Technology (ICT). The objective of this study is to explain how the use of augmented reality in school journalism affects the development of communication skills in virtual environments within the context of public secondary education in Latin America. This quasi‐experimental research study was conducted on two separate groups: an experimental group and a control group. The approach was a mix of qualitative and quantitative methodology. The results differed markedly between the two groups. The students in the experimental group developed the four communication skills in virtual environments at an average level of 95%, and they created an augmented reality magazine. Meanwhile, the control group did not even create a printed publication. It is concluded that the use of augmented reality makes a significant pedagogical contribution to the teaching/learning process of school journalism and that with the help of educational policies, this pedagogical contribution can be replicated in other schools.