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
Background: The aim of this study is to validate a newly developed nurses' self-efficacy sources inventory. We test the validity of a five-dimensional model of sources of self-efficacy, which we contrast with the traditional four-dimensional model based on Bandura's theoretical concepts. Methods: Confirmatory factor analysis was used in the development of the newly developed self-efficacy measure. Model fit was evaluated based upon commonly recommended goodness-of-fit indices, including the χ2 of the model fit, the Root Mean Square Error of approximation (RMSEA), the Tucker-Lewis Index (TLI), the Standardized Root Mean Square Residual (SRMR), and the Bayesian Information Criterion (BIC). Results: All 22 items of the newly developed five-factor sources of self-efficacy have high factor loadings (range .40-.80). Structural equation modeling showed that a five-factor model is favoured over the four-factor model. Conclusions and implications: Results of this study show that differentiation of the vicarious experience source into a peer- and expert based source reflects better how nursing students develop self-efficacy beliefs. This has implications for clinical learning environments: a better and differentiated use of self-efficacy sources can stimulate the professional development of nursing students.
