Integrating Extended Reality and Artificial Intelligence in Education: Training, Challenges, and Reflections from Pre- and In-Service Teachers

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.