Despite its status as a key enabling technology, the adoption of 5G in industry remains limited, mainly due to a lack of expertise, which can be addressed by incorporating 5G training into vocational schools. Since Augmented Reality (AR) faces similar challenges, it is used as the 5G application. This research aims to determine the extent to which a learning unit using 5G and AR for collaborative work can increase the intention to use these technologies in the vocational setting and gathers the factors that make up 5G acceptance. It is based on the Technology Acceptance Model 2 (TAM2). The sample includes 23 industrial mechanics students who participated in the developed learning unit. All items are scored on seven-tiered Likert scales (0 “totally disagree”; 6 “totally agree”). The results showed a non-significant change in behavioural intention to use 5G, with a mean of 4.95 (SD: 1.18) for the pre-test and 4.43 (SD: 1.68) for the post-test. The change in intention to use AR did not change significantly either, from 3.12 (SD: 1.38) at pre-test to 3.37 (SD: 1.16) at post-test. The factors Perceived Usefulness, Image, and Relevance had the lowest mean scores, indicating areas for targeted improvement. The significant change in Output Quality ratings is likely to reflect initial overestimation by students. The difference in Behavioural Intentions between 5G and AR suggests that AR may not be an effective technology for increasing 5G adoption in educational contexts. One recommendation is to address 5G in the learning unit not only indirectly.