[WP3] D3.1 First draft of the XR framework for teachers published

D3.1 PAX Framework for Teachers [Version 1, 1st Draft] Due Date: 1st Dec. 2024 Work Package: 3 Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 2 Project Information Programme: Title Key Action: ERASMUS-EDU-2023-PI-ALL-INNO Project Number: 101139827 Project Title: Pedagogical Alliance for XR Technologies in (Teacher) Education - PAX Document Control Work package: 3 Deliverable Number: D3.1 Lead Partner: PHW Current version: 1 Issue date: 30 / 11/ 2024 Status: 1st Draft Dissemination type: Public Version history Version: Author(s): Date: Main Revisions/ Remarks: v0.1 See below 30/11/2024 Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 3 Open Educational Resources (OER) License The ERASMUS-EDU-2023-PI-ALL-INNO PAX (Project #: 101139827) outputs were developed by the following Partners: • University of Münster (WWU) - Germany • University of Teacher Education Vienna (PHW) - Austria • University of the Aegean (UOA) - Greece • Palacký University Olomouc (PUO) – Czech Republic • FH Münster University of Applied Sciences (FH MS) - Germany • Stichting Saxion (SAX) - Netherlands • DTMH PC (DTMH) - Greece • Enversed Studios (Enversed) - Netherlands • CtrlArt (CtrlArt) - Slovenia • Hans Böckler Vocational School (HBBK) - Germany As per the Erasmus+ guidelines, the Project Outputs are provided to the public (i.e. any third parties) with an Open Educational Resources (OER) License, at the minimum to freely: • Use the work; • Adapt the work as needed (e.g. translate, shorten, modify for local contexts, etc.); • Reproduce and share the original or adapted work with others (e.g. with students in the classroom, online, with peers, etc.). The above license is provided under the following conditions: • That the creator has to be indicated whenever the work or a derivative is used or shared; • That the work cannot be used commercially (e.g. sold by others, integrated in a commercial textbook, etc.); • That any derivatives have to be shared under the same license or licensing terms. Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 4 Authors & Contributors Partner Organisation Authors & Contributors PHW Sabine Albert, Renate Burian, Jure Purgaj FHMS Celina Khongklad, Marc Krüger HBBK Ralf Börger WWU Frauke Matz, Karoline Wirbatz CrtlArt Nadav Sagir Reviewers Partner Organisation Reviewers UOA Ilona Lasica, Satvros Pitsikalis WWU Rebecca Schlieckmann Acknowledgement We would like to thank all teachers and teacher educators who played a significant role in advancing our PAX Project and its associated work through their involvement in the design of this framework through participating in surveys, workshops, training sessions and interviews. Your openness and ideas, particularly in the application of XR technologies, deserve the highest recognition. You have not only demonstrated how innovative and futureoriented you are but also proven your willingness to boldly and creatively implement new technologies in practice. Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them. ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 5 Table of Contents Summary: The PAX Framework (1st Draft) ................................................................................................... 7 1. Introduction: Who we are and what we do ....................................................................................... 7 2. The design process: How we worked .................................................................................................. 8 2.1. Initial results: 1st workshop (T3.1) ................................................................................................... 10 2.2. Initial results: 2nd workshop (T3.2) ................................................................................................ 10 3. Structure and content of the framework for teachers ................................................................ 11 4. The PAX Framework ................................................................................................................................... 12 4.1. Foundation of the PAX Framework: Educators’ XR literacies ........................................... 13 4.1.1. The technical dimension ..................................................................................................................... 13 4.1.2. The pedagogical dimension .............................................................................................................. 14 4.2. Area 1: Professional engagement ................................................................................................... 14 4.3. Area 2: XR designs ................................................................................................................................ 14 4.4. Area 3: Teaching and learning in immersive settings ............................................................ 15 4.4.1. The practical dimension ...................................................................................................................... 15 4.4.2. The pedagogical dimension ......................................................................................................... 15 4.5. Area 4: Assessment ............................................................................................................................... 15 4.6. Area 5: Empowering learners ........................................................................................................... 16 4.7. Area 6: Facilitating learners’ XR-literacies ............................................................................... 16 4.7.1. The technical dimension .................................................................................................................... 16 4.7.2. Agency and presence ............................................................................................................................ 17 4.7.3. The cognitive / affective dimension .............................................................................................. 17 5. The vision: The interactive PAX Framework .................................................................................... 17 5.1. How can the interactive PAX Framework be navigated ..................................................... 19 References (APA Style) ....................................................................................................................................... 20 APPENDIX I ................................................................................................................................................................... 21 ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 6 Table of Figures Figure 1: The PAX research and design process ............................................................... 9 Figure 2: DigCompEDU ............................................................................................................ 12 Figure 3: The PAX Framework ............................................................................................... 13 Figure 4: Educators‘ XR Literacies ...................................................................................... 13 Figure 5: Professional Engagement .................................................................................. 14 Figure 6: XR Design .................................................................................................................... 15 Figure 7: Assessment ............................................................................................................... 16 Figure 8: Empowering Learners .......................................................................................... 16 Figure 9: Facilitating Learners‘ XR Literacies ............................................................... 16 Figure 10: Example structure of the interactive PAX Framework ......................... 17 Figure 11: Showcase example ................................................................................................ 18 Figure 12: Best practice examples ...................................................................................... 19 Figure 13: DigCompEdu ........................................................................................................... 21 Figure 14: SAMR Model ............................................................................................................ 22 Figure 15: CAMIL Model .......................................................................................................... 22 Figure 16: TPACK Model .......................................................................................................... 23 Figure 17: SAJP Model ............................................................................................................. 24 List of Abbreviations/ Acronyms Abbreviation/ Acronym Description AI Artificial Intelligence AR Augmented Reality CAMIL Cognitive Affective Model of Immersive Learning CK Content Knowledge DigCompEdu Digital Competence Framework for Educators LMZ-BW Landesmedienzentrum Baden-Württemberg MR Mixed Reality PK Pedagogical Knowledge SAJP Sabine Albert, Jure Purgaj Model SAMR Substitution, Augmentation, Modification, and Redefinition TPACK Technological Pedagogical Content Knowledge TK Technological Knowledge VR Virtual Reality XR eXtended Reality ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 7 Summary: The PAX Framework (1st Draft) Work Package (WP) 3 focuses on developing the PAX Framework - a competence framework for student and in-service teachers. This framework includes competence descriptors for the pedagogical and subject-specific use of XR technologies in the classroom and will be integrated into the curricula of all partner universities and beyond. Deliverable 3.1 (D3.1) of WP3 is the first draft of the PAX Framework for teachers, produced during the first project cycle, which includes key events and milestones. Over the coming months, the framework will be refined, implemented, and thoroughly evaluated in close collaboration with the PAX Board, the PAX Think Tank, and our PrAXis groups. The PAX Framework is designed to support teachers in teaching with XR technologies. It helps to provide an overview of the different areas that need to be considered in immersive learning environments. 1. Introduction: Who we are and what we do One of the main objectives of WP3 in the PAX Project is to develop a framework that provides students and in-service teachers with competence descriptors for the pedagogical and subject-specific use of XR technologies in the classroom. This document, D3.1, presents the first draft of this framework, which will serve as a prototype for the final version. In this initial phase, WP3 has combined the expertise of the university partners with the results of MS2.1, MS3.1 and MS3.2. This mixed methods approach forms the basis of the framework, which will eventually be transformed into a website prototype for further development and testing. The resulting framework will provide practical, evidence-based recommendations to help teachers integrate XR technologies effectively, tailored to the needs of their students. PAX follows a design-based approach. We develop the PAX Framework with teachers for teachers . So we worked with teachers in different workshops in different places. We listened to their needs and wishes for our framework. The development of the first draft of the PAX Framework (D3.1) is a collaborative effort involving several institutions, each contributing unique expertise: University of Teacher Education Vienna (PHW) - Lead Institution PHW is leading WP3, drawing on its extensive experience in teacher education at primary, vocational and general secondary level. With a European network of over 90 partner universities and the Centre for Learning Technology and Innovation (ZLI), PHW specializes in integrating digital tools into innovative teaching practices. The ZLI focuses on e-learning, media education and digital literacy, making PHW an ideal leader for the development of the PAX Framework. FH Münster (FH MS) FH MS, a university of applied sciences, is co-leading WP3, drawing on its expertise in vocational didactics and previous XR-focused projects. Its experience in the EduAR Workbook project, funded by the German Federal ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 8 Ministry of Education and Research (BMBF, Funding No.: 21LDI003I), provides a valuable basis for the framework. This project, in collaboration with the Chamber of Crafts for Lower Franconia, developed resources for vocational trainers to create AR applications. More details about the project can be found here: https://www.projekt-ariha.de/. Hans Böckler Vocational School (HBBK) HBBK is a vocational school offering courses in chemical, electrical and mechanical engineering as well as information and communication technology. Due to their vocational pedagogical orientation and the structure of their education and curricula, these courses are particularly suitable for the use and evaluation of the PAX Framework in their teacher education courses. Other Contributors The University of Münster (WWU) provides academic insights and supports research activities within WP3, while CtrlArt contributes practical expertise in XR application development and previous experience in working with educational institutions. This multidisciplinary approach ensures a robust and well-rounded foundation for D3.1 and paves the way for the development of the PAX Framework. As stated in the proposal, [WP3] is going to focus on using XR in a practical, mostly teaching way. The plan for D3.1 is to collect and analyse data from lots of different sources to help us create an XR framework for student and inservice teachers. It builds on what we learned in MS2.1 from WP2, as well as MS3.1 and MS3.2 from WP3. On top of that, D3.1 also makes use of the prior knowledge and resources of key project partners to make sure the XR framework has a solid foundation. This coordinated approach combines rigorous theoretical research with practical engagement, providing a robust basis for the first draft of the XR framework for teachers. 2. The design process: How we worked Deliverable 3.1 , the PAX Framework, is a practice-oriented part of the PAX Project to support teachers in the effective use of Extended Reality (XR) technologies in the classroom. The aim of this deliverable is to develop a first draft framework that meets the specific challenges and needs of teachers while bridging the gap between technological innovations and pedagogical requirements. At a time when technologies such as Virtual Reality (VR), Augmented Reality (AR) and Mixed Reality (MR) are becoming increasingly important, the use of XR in the classroom opens and enables new possibilities for interactive and competence-oriented learning experiences. The incorporation of these technologies into pedagogical practices has the potential to transform education, as immersive settings can be very effective, motivating and highly engaging (also see, e.g., D2.1). At the same time, this transformation requires a sound theoretical basis that considers not only the technological possibilities, but also but also pedagogical, physical and psychological affordances. Models and frameworks and such as the Cognitive Affective Model of Immersive Learning model (CAMIL, Makransky & Petersen, 2021), Digital Competence Framework for Educators (DigCompEdu, Carretero et. al, 2017), Technological Pedagogical Content Knowledge model (TPACK, Mishra & Koehler, 2006), and SAJP model (acronym: Sabine Albert, Jure Purgaj, Albert & Purgaj, 2023) provide valuable starting points to address these challenges (see appendix for a brief overview of each of these models). ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 9 Figure 1: The PAX research and design process The first draft of the framework was developed as part of the project through two central tasks: T3.1 “Exploration of XR teachers' needs” and T3.2 “Analysis and transfer of PAX research results”. Both tasks were carried out in the context of training courses and design thinking workshops and in close cooperation with a group of teachers, which are part of the so-called PrAXis group. It became evident that these workshops are of significant value to the design process. Consequently, FHMS, HBBK and WWU proceeded to organize further exchanges with teachers. The main objective of D3.1 is to create a first draft of a practiceoriented framework that serves as a guide for teachers to successfully integrate XR technologies into their lessons. The focus is not only on the technical implementation, but also on areas such as teachers XR-literacies on a more general level, professional engagement, assessment and learner empowerment. It is intended to enable teachers to create engaging learning environments that actively involve both learners and teachers. The subsequent sections of this document are structured as follows: the initial section describes the development process of D3.1, subsequently highlighting the methods used and analysing the key results. The document then proceeds to examine the challenges and opportunities that arose from this work. The framework is subsequently presented in its inaugural form and structure. In creating D3.1 a full-day workshop divided into two parts was conducted. The goal was to gain a deep understanding of the challenges, needs, and expectations of educators when dealing with XR technologies. The workshop utilized the Design Thinking method (Cross, 2011) to develop creative and user-centred solutions. • D3.1, Part 1: Theoretical Input o Stephanie Wössner (LMZ-BW) presented the latest developments and challenges in the use of XR technologies in education in Germany. She provided concrete examples and discussed approaches that have already been successful, as well as barriers that still exist. o Nadav Sagir (CtrlArt) demonstrated practical examples illustrating how XR technologies are being used in education, highlighting the potential of these technologies to design innovative learning scenarios. ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 16 Figure 7: Assessment 4.6. Area 5: Empowering learners This area is closely connected to area 6, but pays attention to more fundamental aspects (see CAMIL for details). It enables teachers to be mindful to their learners’ - Physical wellbeing (such as simulator sickness and dizziness); - Mental well-being (allowing for aspects such as physical and social presence, coping with cognitive load etc.). Figure 8: Empowering Learners 4.7. Area 6: Facilitating learners’ XR-literacies The XR literacies that students need to develop gradually when engaging with XR are different from the literacies they need when engaging with more conventional digital tools, such as learning management software or simpler learning applications. As described in CAMIL, for example, aspects such as presence and agency are key constructs that need to be considered more closely. Figure 9: Facilitating Learners‘ XR Literacies This is why the PAX Framework proposes to highlight the following dimensions: 4.7.1. The technical dimension Analogous to the XR literacy of educators, students need to be prepared for the rapid emergence and evolution of immersive technologies. Teachers need to provide guidance on how to use individual XR designs (both devices and related applications) in a critically reflective and responsible way. ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 17 4.7.2. Agency and presence As described in area 5, the physical and mental wellbeing of students is essential for working in immersive environments. Students need not only to learn how to create their avatar, for example, but also to reflect on the impact of their choices on others in collaborative and interactive scenarios. Their agency takes on different dimensions and the emotional involvement may be very different from other learning settings. They also need to be aware of their physical presence in the classroom as well as their social presence in the immersive environment as well as of the amount of control they have in the XR spaces (see CAMIL and TICOL for details). 4.7.3. The cognitive / affective dimension This is closely related to the dimension of agency and presence, but extends to and includes aspects such as self-regulation, cognitive load and situational interest, as well as self-efficacy and motivation (see CAMIL for details). These are important aspects that teachers need to be aware of and gradually be able to address. 5. The vision: The interactive PAX Framework The envisaged interactive PAX Framework serves as a comprehensive point of contact for teachers to use XR technologies in their lessons. The content is clearly structured, with easily accessible sections, links and interactive elements. The aim is to strengthen teachers' skills, support them in their pedagogical work and provide them with specific tools. Figure 10: Example structure of the interactive PAX Framework At the heart of the website are constructivist step-by-step guides that include exploratory questions and promote an action-oriented approach. These guides have been developed based on feedback from the target audience in T3.1 und T3.2 to ensure they address the needs and challenges faced by teachers. Alongside text-based content, the platform also offers multimedia support in the form of video tutorials, interactive learning modules, and an AI-powered chat (planned) that provides quick, personalized responses to questions. To give a rough idea of the conceptual idea, the example of the PAX Framework for educators (1st draft version) (based on ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 18 DigCompEdu) is used. A key component of the website are its technical and pedagogical resources, consolidated in a dedicated section called “Educators XR literacies” (Figure 10). This section presents various topics, such as XR-Technologies, XR-Applications, classroom space, physical affordances & challenges, psychological effects and ethical aspects complemented by concrete examples for classroom use. These resources are enriched with interactive elements and visual graphics to make them more accessible. Figure 11: Showcase example The technical aspects of using XR are also a significant focus. A section XR-Technologies / Devices provides information on necessary requirements and guides users step-by-step through the setup and use of these technologies. Supplementary tutorials and practical tips will help overcome technical hurdles. Simultaneously, a dedicated section will addresse the topic of Ethical Aspects ensuring that the technology is used responsibly and securely. Here, teachers can find easy-to-understand information about ethics, security, and GDPR-compliant solutions. Another important topic is Classroom Space, particularly in situations where not all students can simultaneously use XR technology. A dedicated section will offer practical tips and strategies for involving students who are not directly using the devices. This will be complemented by a gallery of practice-oriented examples, where teachers can discover proven use cases and best practices or share their own experiences. The future interactive PAX Framework will recognize the diverse needs of teachers with varying levels of prior knowledge. Therefore, the content will be further divided into three competency levels: beginner, intermediate, and advanced. These resources will be competence-oriented and will follow a constructivist approach. Furthermore, the interactive PAX Framework will offer exemplary content for different educational levels and subjects, providing inspiration for specific applications of XR technologies in teaching. After the next design steps, the PAX Framework will be presented in an interactive form. Teachers will be able to access and engage with it according to their needs and wishes. ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 19 5.1. How can the interactive PAX Framework be navigated The explorative approach of the interactive PAX Framework is designed to encourage intuitive navigation and foster an engaging user experience. By emphasizing discovery-driven interactions, it will allow users to dive into its content dynamically, uncovering information organically rather than following a strictly linear path. This approach will leverage explorative questions (Figure 12) interactive elements, modular layouts, and contextual examples to stimulate curiosity and promote a deeper understanding of the topics. Figure 12: Best practice examples The aim is to create a seamless environment where users will be able to explore freely, gaining insights through their journey while maintaining a coherent connection to the website's overarching structure and purpose. It will be clearly structured, easy to navigate, and offers all essential content in sections such as XR Didactics, or Best Practice Examples. It will serve not only as a guide but also as an interactive learning environment that encourages teachers to confidently and creatively integrate XR technologies into their teaching and will serve as a basis for the upcoming WP5. ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 20 References (APA Style) Albert, S., & Purgaj, J. (2023). Mut zu offenen Lernumgebungen – ein Modell zur Gestaltung von nachhaltigen Lernprozessen. Zeitschrift für Hochschulentwicklung, 18(4), 155–173. https://doi.org/10.21240/zfhe/18-04/09 Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Cross, N. (2011). Design Thinking: Understanding how designers think and work. Berg Publishers. Erlebach, R., Leske, P., Frank, C. (2020). Ein Analyseraster Technischer Wissensinhalte als Grundlage für eine lebensweltund ressourcenorientierte Unterrichtsplanung. bwp@, Ausgabe 38. ISSN 16188543 European Commission, Joint Research Centre, Carretero, S., Vuorikari, R., & Punie, Y. (2017). DigComp 2.1: the digital competence framework for citizens with eight proficiency levels and examples of use, Publications Office. https://data.europa.eu/doi/10.2760/38842 Makransky, G., & Petersen, G. B. (2021). The cognitive affective model of immersive learning (CAMIL): A theoretical research-based model of learning in immersive virtual reality. Educational Psychology Review, 33(3), 937–958. https://doi.org/10.1007/s10648-020-09586-2 Makransky, G., & Petersen, G. B. (2023). The theory of immersive collaborative learning (TICOL). Educational Psychology Review, 35(103). https://doi.org/10.1007/s10648-023-09822-5 Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.14679620.2006.00684.x Puentedura, R.R. (2013, May 29). SAMR: Moving from enhancement to transformation [Web log post and slides]. Hippasus. http://www.hippasus.com/rrpweblog/archives/2013/05/29/SAMREn hancementToTransformation.pdf Ropohl, G. (2009). Allgemeine Technologie: eine Systemtheorie der Technik (3. Auflg.). Karlsruhe: Universitätsverlag. Download: http://www.ksp.kit.edu/9783866443747 ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 21 APPENDIX I In this section we present a quick overview over the frameworks and concepts we use as a foundation for the PAX Framework. 1. DigCompEdu Framework Figure 13: DigCompEdu The DigCompEdu (Carretero et. al, 2017) is a European framework designed to support educators in effectively integrating digital tools and technologies into teaching and learning. It describes 22 competences organized into six areas: (1) professional engagement, (2) digital resources, (3) teaching and learning, (4) assessment, (5) empowering learners, and (6) facilitating learners’ digital competence. The core of the DigCompEdu framework is defined by areas 2-5. Together, these areas outline educators’ digital pedagogic competence, encompassing the skills and knowledge required to design and implement effective, inclusive, and innovative teaching and learning strategies using digital tools. This pedagogic core is complemented by areas 1 and 6. Area 1 focuses on the broader professional engagement of educators with digital technologies. This includes their use in professional interactions with colleagues, learners, parents and other stakeholders, as well as for personal professional development and to contribute to the collective improvement of their institutions. Area 6 addresses the specific skills that educators need to foster learners’ digital competence, enabling students to participate confidently and responsibly in an increasingly digital society. The framework empathizes that educators’ digital competence goes beyond teaching to include enabling active participation in a digital society and improving pedagogical practice. 2. SAMR Model The SAMR Model, as formulated by Puentedura (2013), aims to categorize the use of digitality in teaching and learning according to its didactic and technical potential. These range from the basic level of enhancement (substitution and augmentation) to the high level of transformation (modification and redefinition). ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 22 Figure 14: SAMR Model It could be argued that with the level of immersion, VR technology could also be seen in this way, with AR being used for augmentation, while fully immersive VR environments could be categorized as transformation, as they enable learning scenarios that would not otherwise be possible. 3. CAMIL Model Figure 15: CAMIL Model The CAMIL Model (Makransky & Petersen, 2021) provides a theoretical framework for understanding learning processes in immersive virtual environments. It emphasizes presence (the feeling of being on-site) and agency (control over one’s actions), enhanced by immersion and interaction. CAMIL identifies six key learning factors: interest, intrinsic motivation, selfefficacy, embodiment, cognitive load, and self-regulation. By minimizing cognitive load and promoting reflective activities, it aims to achieve profound, application-oriented knowledge. Potential CAMIL applications include coaching with virtual feedback and targeted support, fostering autonomy through independent decision-making, enhancing motivation ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 23 with immersive technologies, personalizing learning by adapting content to individual abilities, and learning through hands-on application in simulationbased environments. 4. TPACK Model Figure 16: TPACK Model The TPACK Model (Mishra & Koehler, 2006) integrates technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK) to effectively incorporate technology into teaching and learning processes, enabling the sustainable delivery of complex content. TK refers to understanding the use of modern technologies like AR, VR, and MR to support learning. PK encompasses effective instructional and support strategies, such as discussion, reflection, and hands-on application. CK relates to expertise in specific subject areas. TPACK applications combine these areas of knowledge to foster deep understanding and enhance learning experiences. 5. SAJP The SAJP Model provides a structured foundation for instructional design through dimensions of the learning environment (Replace, Extend, Modify, Design, Evaluate) and learning processes (Reveal, Complement, Collaborate, Create, Evaluate). ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 24 Figure 17: SAJP Model In simulation-based environments, it enables learners to develop optimized solutions, critically evaluate decisions, and take responsibility for their own learning through iterative reflection. Open learning environments foster selfdirected learning through flexible digital and analog spaces tailored to individual needs. These environments enhance creativity, decision-making, and future-oriented skills through participation and collaboration between teachers and learners. Sustainable didactics and reflective learning processes prepare learners for agile professional challenges and support innovative problem-solving. (It will be made available in English during the course of the project). ERASMUS-EDU-2023-PI-ALL-INNO, Project No. 101139827 - PAX 25