This paper reviews twelve recent studies from the ACM Digital Library on the ethics of augmented reality (AR) in computer science education. The review examines how AR supports learning in areas such as 3D transformations, control flow, tangible programming, and collaborative robotics. Findings show that AR can make abstract concepts tangible, provide contextual feedback, and foster equitable collaboration, yet it also raises ethical concerns including surveillance, opaque data practices, high costs, and reduced student agency. Key gaps remain: few studies assess cost-effectiveness or scalability, privacy protections and consent tools are scarce, and strategies for fading scaffolds and supporting diverse learners are underdeveloped. Governance features such as transparent logs and teacher-in-the-loop controls are also limited. To address these challenges, we propose research questions on consent, equity, long-term impacts, and ethical assessment that advance an ethics-by-design agenda. By foregrounding these opportunities, the study contributes both a synthesis of current research and a roadmap for future inquiry, calling for more empirical studies to guide the responsible, inclusive, and sustainable integration of AR in CS education.