The advent of immersive technologies, such as virtual reality (VR), augmented reality (AR), and mixed reality (MR), is transforming higher education by providing innovative and interactive learning experiences. This article addresses the imperative of integrating these technologies into higher education systems. The study explores the intersection of immersive technologies and pedagogical strategies, aiming to enhance the European Qualification Framework (EQF) by updating learning outcomes to reflect the competence required in the digital age. Through a comprehensive literature review, case studies, and expert consultations, we propose a set of educational design guidelines tailored for higher education institutions. These guidelines align immersive technology applications with EQF levels and descriptors, focusing on undergraduate and postgraduate education. Our findings highlight the potential of immersive learning to foster critical thinking, creativity, and practical skills, while also addressing challenges such as accessibility and faculty training. By providing actionable insights and recommendations, this paper contributes to the development of a robust framework for incorporating immersive technologies in higher education, ensuring that students are equipped with the necessary skills and knowledge to thrive in a rapidly evolving digital world.

Information about the paper titled "INTEGRATING AUGMENTED REALITY INTO EDUCATION AND TRAINING: REMARKS AND INSIGHTS FROM A FIVE-YEAR EXPERIENCE IN THE FIELD" at IATED Digital Library

This chapter provides an overview of (1) the current situation concerning teacher professional development (TPD) programs through studies referring to existing challenges; (2) the TPD programs under discussion that have been implemented during the last three years (2018-2021) in the context of European projects, including their structure and descriptions of the educational content; (3) teachers' views and feedback concerning the TPD program they attended, based on a specific evaluation framework, with focus on issues relevant to emerging technologies. The researchers provide directions towards an effective framework for horizontal TPD programs targeting large numbers of teachers, aiming to allow them to gain the appropriate knowledge and skills in order to integrate emerging technologies as concepts in interdisciplinary STE(A)M-based instructional scenarios, especially in the levels of Secondary general (Gymnasium and Lyceum in Greece) and (post)secondary vocational education (EPAL and IEK in Greece).

The DATA-READY project focuses on integrating Data Literacy (DL) into compulsory education acrossEurope. Recognising DL as a vital 21st-century skill, closely linked to digital, scientific, and AI literacies,the project addresses the current gap in curricula. It proposes a comprehensive European Data LiteracyFramework (DLF) to guide teaching and assessment, support teacher training, and promoteinterdisciplinary learning. Spanning from 2025 to 2028, project activities involve mapping existingpractices, piloting with students, and formulating policy recommendations in partner countries (Greece,Cyprus, Germany, Portugal, Poland). By equipping educators and students with critical data skills,DATA-READY aims to foster informed, ethical, and data-literate citizens.

This paper presents the design, implementation, and evaluation of a professional development programme conducted in Greece (Rhodes Island) during 2024–2025, focusing on the integration of extended reality (XR) and artificial intelligence (AI) in education. A total of 101 teachers (53 pre-service, 48 in-service) participated in five training sessions that combined theoretical input, hands-on exploration, and scenario-based instructional design. Grounded in Digital Competence of Educators (DigCompEdu), Technological Pedagogical Content Knowledge (TPACK), and the Cognitive Affective Model of Immersive Learning (CAMIL), the programme positioned teachers as designers of immersive and AI-enhanced learning activities rather than passive tool users. Mixed-methods evaluation, including questionnaires, focus groups, artefact analysis, and observation, revealed strong intentions to integrate XR/AI, heightened self-efficacy, and recognition of motivational gains for students. Key supports identified included access to ready-to-use lesson scenarios, mentoring, device availability, IT assistance, and leadership backing. Barriers centred on time constraints, infrastructure, and curricular rigidity. The findings underscore the importance of extending existing competence frameworks to address immersive pedagogy and ethical AI use, while situating XR/AI integration within the realities of institutional and national contexts. The paper concludes with recommendations for sustainable adoption, emphasising infrastructure investment, leadership engagement, ethical safeguards, and continuous communities of practice.

Extended Reality (XR), including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), is increasingly used to support experiential learning in Initial Teacher Education (ITE). This systematic review aimed to examine how XR technologies are integrated into university-based ITE programmes and their reported educational outcomes. Following PRISMA 2020 guidelines, a multi-source search was conducted across major databases (e.g., Scopus, Web of Science) and the grey literature (last search: January 2026). Eligible studies included empirical research on XR in ITE published between 2016 and 2026; non-empirical and non-ITE studies were excluded. Risk of bias was assessed using established appraisal criteria, and results were synthesised using a narrative thematic approach. A total of 32 studies were included. Findings indicate that XR is primarily used for classroom management training, microteaching, and reflective practice. Across studies, immersive simulations were associated with improvements in teacher self-efficacy, classroom management skills, and reflective decision-making. However, accessibility and inclusion strategies remain underdeveloped, and evidence of transfer to real classroom practice is still limited. Overall, XR functions most effectively as a preparatory tool that complements practicum-based training.