Digital stories comprise a technological tool which can engage learners in collaborative learning as well as lead them to experientially acquire knowledge through a constructive process. The aim of the current action research, for which a cooperative network between academics and teachers was created, is to show how digital storytelling can emerge as an inclusive education tool through investigating the changes brought about by its implementation on the academic and social context of a school unit. The research was conducted in a Greek primary school and lasted seven months, involving two fifth grade classes and an integration class. It followed the three stages of a multi-thematic digital story project (preparation, implementation, and evaluation) and learners were called to research and process information, at their own pace, from diverse cognitive domains (art, science, coding). The research tools employed were participatory observation, diary research, and semi-structured interviews. The research positively influenced the reconstruction of the school unit since teachers reconsidered some of their educational techniques as non-inclusive, utilized technology as an instrument of constructive and experiential learning based on the diversity of each student, and reinforced learners’ critical thinking and imagination while cultivating a climate of empathy and self-confidence among students.

Στο σημερινό ανταγωνιστικό επιχειρηματικό περιβάλλον, πολλές και διαφορετικές εφαρμογές παράγουν ένα τεράστιο όγκο δεδομένων, τα οποία συνήθως αναφέρονται ως μεγάλα δεδομένα. Τα συστήματα Επιχειρηματικής Ευφυίας και Ανάλυσης εφαρμόζονται όλο και περισσότερο από τον δημόσιο και τον ιδιωτικό τομέα για την παρακολούθηση σύνθετων δεδομένων σε Ταμπλό και την αποτελεσματική υποστήριξη λήψης αποφάσεων. Τα Επιχειρησιακά Ταμπλό, ως πλήρη συστήματα εκτέλεσης πληροφοριών, επιτρέπουν την SECTION A: theoretical papers, original research and scientific articles 102 εξέταση των επιχειρηματικών επιδόσεων προς καθορισμένους στόχους, σε ένα οπτικό διαδραστικό περιβάλλον. Τα ιδρύματα της εξ’ αποστάσεως εκπαίδευσης εφαρμόζουν παρόμοιες μεθοδολογίες για τη διαχείριση της έκρηξης εκπαιδευτικών δεδομένων χρησιμοποιώντας τεχνικές εξόρυξης δεδομένων και απεικόνισης. Η έλλειψη καθημερινής ανάλυσης δεδομένων σε πραγματικό χρόνο και η καθυστέρηση στην άμεση παρουσίαση κρίσιμων πληροφοριών, περιορίζουν τις πρόωρες αποφάσεις των εκπαιδευτικών. Με την εμφάνιση των Ταμπλό Ανάλυσης Εκπαιδευτικών Δεδομένων ως ένα πλήρες σύστημα μέτρησης, συλλογής, ανάλυσης και ταυτόχρονης απεικόνισης ζωτικών γνώσεων σε...

Extended Reality (XR) has reshaped how learning can be structured, yet its integration into formal curricula continues to lag behind its technological potential. Established instructional design models such as ADDIE and ASSURE provide stable planning structures, but were not developed to address the spatial, embodied and interactive characteristics of immersive environments. The XR2Learn framework was developed to bridge this gap by combining structured instructional planning with XR-specific pedagogical considerations. This study presents a multi-round Delphi-based expert evaluation of XR2Learn, involving twenty specialists in instructional design and XR-enhanced education. Experts assessed the framework across four dimensions: validity, clarity, usability and suitability. Qualitative feedback was thematically analyzed and subsequently quantified to establish consensus. The findings show strong agreement regarding the framework’s pedagogical grounding, logical structure and alignment with established instructional design practices. At the same time, experts identified limitations related to practical enactment, accessibility and the explicit integration of XR-specific learning constructs such as presence and social interaction. Overall, the results position XR2Learn as a framework at a transitional stage, moving from conceptual formulation toward practical instructional use. The study provides the first systematic expert validation of XR2Learn and outlines targeted directions for its refinement as a robust instructional design framework for XR-based education.