The role of immersive technologies in K-12 education

Abstract The rapid adoption of immersive technologies such as virtual and augmented reality opens new perspectives for teaching and learning in schools. Particularly within the digitalisation of education systems, these technologies are gaining relevance. They function as potentially transformative tools for learning and for creating inclusive educational spaces. This article examines the use of immersive technologies in K-12 education with the goal of illuminating didactic design possibilities, technical challenges, and ethical as well as inclusion-related questions. The authors, an interdisciplinary team of experts in technology, didactics, and inclusive education, employed a scenario-based methodology. Guided by a values-driven consensus process, the team crafted a future scenario that makes the use of immersive technologies in the school context tangible and serves as a basis for deriving concrete measures. The resulting contribution is structured into six fields of action that specify requirements for didactic integration, inclusive access, interoperable infrastructures, standards, and teacher professionalization. The findings are linked to current empirical research debates. Such projections are inherently limited, especially given dynamic technological developments and heterogeneous school contexts. Nonetheless, the article offers a conceptual framework and practice-oriented recommendations that aim to support the reflective and responsible integration of immersive technologies in schools, embedding inclusive principles throughout.