Extended Reality (XR) technologies—including virtual reality (VR), augmented reality (AR), and mixed reality (MR)—offer transformative opportunities for education by enabling immersive and interactive learning experiences. In this study, we employed a mixed-methods approach that combined systematic desk research with an expert member check to evaluate existing pedagogical frameworks for XR integration. We analyzed several established models (e.g., TPACK, TIM, SAMR, CAMIL, and DigCompEdu) to assess their strengths and limitations in addressing the unique competencies required for XRsupported teaching. Our results indicate that, while these models offer valuable insights into technology integration, they often fall short in specifying XR-specific competencies. Consequently, we extended the DigCompEdu framework by identifying and refining concrete building blocks for teacher professionalization in XR. The conclusions drawn from this research underscore the necessity for targeted professional development that equips educators with the practical skills needed to effectively implement XR in diverse educational settings, thereby providing actionable strategies for fostering digital innovation in teaching and learning.
MULTIFILE
Lectorale rede
Abstract Many innovations in education are not completed, even if they are well thought out in advance. One of the main causes is the organization's lack of learning ability, combined with a shortage of teachers' and students' ownership with respect to the renewal of ideas and design. In communities of learners, teachers and students collaborate and learn together in order to shape innovations in their daily practice. Their ability to learn collectively is a key factor in developing a learning organization. So far, insights into how processes of collective learning can be designed effectively, and which critical factors play a role, have been based on limited empirical research. This article's goal is to contribute to the development of these insights, using the results of a study based on 48 cases of collective learning in communities of learners in primary schools and teacher education institutes. The results suggest that although collective learning rarely takes place in most cases many outcomes are created that affect all community members. This leads to the conclusion that some participants create outcomes, not only on behalf of themselves, but also on behalf of others.
