Pedagogical Integration of XR Technologies in School Education: A Case Study from the Czech Republic with Cross-National Reflections

Duda, Ondrej.; Jůvová, Alena.; Pitsikalis, Stavros.; Lasica, Ilona.; Matz, Frauke

Abstract

This extended abstract investigates the practical integration and utilisation of Extended Reality (XR) technologies in a Czech elementary school and compares the opportunities in the Greek context with particular emphasis on the applied principles of the PAX (Pedagogical Alliance for XR-Technology in Education) framework. The study addresses the following research question: How can XR technologies be meaningfully integrated into everyday teaching practice in resource-constrained school environments, and how do these practices align with the pedagogical principles of the PAX XR framework? The study evaluates XR implementation in a Czech elementary school and compares these insights with emerging opportunities for XR-supported pedagogy in Greece. The presented case study of the selected nine-grade public school serving approximately 200 students aged 6 to 15 years employs a qualitative methodology, synthesising data from a semi-structured interview with the school principal and a structured questionnaire administered to teachers specialising in biology and languages. The findings show that, despite the absence of explicit "XR" mandates in school policy, the school actively utilises 6 Meta Quest 3 VR headsets and develops digital competence. This study draws on the broader European discourse on immersive learning and offers comparative insights from the Greek context, highlighting opportunities to expand XR-enhanced translation pedagogy and interdisciplinary learning through localised adaptations of the PAX approach. The findings indicate that XR integration becomes pedagogically meaningful when three conditions are present: structured scheduling and access to equipment, alignment with curriculum-based learning activities, and teacher-driven experimentation with immersive media. These conditions closely correspond to the pedagogical design principles promoted by the PAX XR framework.

Projects the publication originates from