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<p>Extended Reality (XR) and immersive virtual worlds are increasingly relevant to the future of work, making their introduction in school education important not only for pedagogical innovation but also for preparing students for digitally mediated professional environments. However, their adoption in schools is often constrained by teachers’ reliance on traditional practices, limited prior exposure to immersive technologies, and difficulties in translating technological potential into classroom-ready activities. To address this challenge, this study proposes and evaluates a dual training pathway combining theoretical literacy and practical authoring activities by using a web-based platform. A case study was conducted in a high school involving 92 teachers. Results showed that the theoretical phase significantly increased familiarity with XR and immersive virtual worlds and strengthened teachers’ trust in their educational potential. The practical phase further contributed to improving confidence in content creation and perceived educational value. At the same time, usability and workflow integration results revealed important limitations of the platform, highlighting the need for more human-centered and teacher-informed design solutions. Overall, the findings suggest that teachers’ readiness is enhanced when conceptual understanding is paired with hands-on authoring experience, but also that the broader adoption of immersive virtual worlds in schools may depend not only on training, but also on the usability of the platforms through which such experiences are created and delivered.</p>

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School education for future XR workplaces: preparing teachers through a dual training pathway

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月11日

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  • Enricoandrea Laviola,
  • Alessandro Evangelista,
  • Vito Modesto Manghisi,
  • Michele Gattullo,
  • Antonio Emmanuele Uva

摘要

Extended Reality (XR) and immersive virtual worlds are increasingly relevant to the future of work, making their introduction in school education important not only for pedagogical innovation but also for preparing students for digitally mediated professional environments. However, their adoption in schools is often constrained by teachers’ reliance on traditional practices, limited prior exposure to immersive technologies, and difficulties in translating technological potential into classroom-ready activities. To address this challenge, this study proposes and evaluates a dual training pathway combining theoretical literacy and practical authoring activities by using a web-based platform. A case study was conducted in a high school involving 92 teachers. Results showed that the theoretical phase significantly increased familiarity with XR and immersive virtual worlds and strengthened teachers’ trust in their educational potential. The practical phase further contributed to improving confidence in content creation and perceived educational value. At the same time, usability and workflow integration results revealed important limitations of the platform, highlighting the need for more human-centered and teacher-informed design solutions. Overall, the findings suggest that teachers’ readiness is enhanced when conceptual understanding is paired with hands-on authoring experience, but also that the broader adoption of immersive virtual worlds in schools may depend not only on training, but also on the usability of the platforms through which such experiences are created and delivered.