www.learningsummit.eu 32 the depth and breadth of pedagogical approaches, materials, technologies, resources, and processes being utilized. Preliminary findings indicate that many studies involving the Metaverse often emphasize the implementation outcomes rather than the detailed learning design processes underpinning these outcomes. This limits the ability of educators and researchers to build upon existing work. Our findings further highlight both innovative practices and common obstacles educators face integrating metaverse technologies. Ultimately, we seek to provide a systematic review of learning design for metaverse-enriched learning experiences and to offer insights for future research and practice. Empowering Educators with XR for Immersive Learning: Vol3DEdu project’s insights Eftychia Xerou1, Charalambos Vrasidas2, Chrysanthi Konstanti3, Eleni Mangina4, Konstantinos Amplianitis5, Filippos Tzortzoglou6, Alivisos Sofos7 and Apostolos Kostas8 1. CARDET, Nicosia, Cyprus 2. CARDET, Nicosia, Cyprus 3. CARDET, Nicosia, Cyprus 4. University College Dublin, Republic of Ireland 5. Volograms Limited, Republic of Ireland 6. University of Aegean, Greece 7. University of Aegean, Greece Equipping educators with digital skills and enhancing the quality of remote learning are key priorities of the EU's Digital Education Action Plan (2021-2027). The Vol3DEdu project addresses the evolving landscape of distance learning by integrating Extended Reality (XR) technologies and Volumetric 3D assets into lesson plans and storytelling techniques. Through the project, comprehensive training programs were developed to train educators in crafting immersive educational content. Participants engaged in workshops focused on designing XR-enhanced lesson plans, developing lesson plans incorporating Volumetric 3D content, and contributing to an open-access repository of 3D educational assets. Self-assessment data from 83 participants revealed promising outcomes and highlighted key areas for improvement. While understanding of learning objectives and Bloom's Taxonomy was high (88% and 92.8%, respectively), significant gaps were identified in recognizing comprehensive lesson plan components (48.2%) and the importance of differentiated teaching strategies (57.8%). These findings highlight the necessity for targeted training to bridge these knowledge gaps. The Vol3DEdu project aims to address these by providing access to XR resources and fostering collaborative content creation, aiming to democratize digital education and enhance teaching effectiveness across the EU.
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