Experiential Learning Opportunities Research Articles

Cultivating Ethical Leadership in Public Administration: Integrating Social Justice and Equity into Educational Programs in Sulu, Philippines

Ethical leadership is crucial in public administration, particularly in regions like Sulu, Philippines, which faces complex governance challenges, including poverty, inequality, and conflict. This study explores the integration of social justice and equity into public administration educational programs to cultivate ethical leaders who can address these challenges effectively. A mixed-methods approach was employed, including a survey of 100 public administration students and faculty members in Sulu, and in-depth interviews with 10 experienced public administrators. Quantitative data were analyzed using descriptive statistics and correlation analysis, while qualitative data were analyzed1 thematically. The findings revealed a strong awareness among students and faculty of the importance of social justice and equity in public administration. However, there were gaps in integrating these concepts into the curriculum and pedagogy. Experienced administrators emphasized the need for practical experience and mentorship to develop ethical leadership skills in the context of Sulu's unique challenges. In conclusion, this study highlights the need for educational reform in public administration programs in Sulu to strengthen the cultivation of ethical leadership. Recommendations include incorporating experiential learning opportunities, community engagement, and culturally relevant case studies to bridge the gap between theory and practice.

A Review of Augmented Reality-Supported (AR) Studies in Foreign Language Teaching

This study explores papers that investigate the integration of augmented reality (AR) in foreign language teaching and learning. The majority of the reviewed articles focus on examining the effects of AR technologies on learners' motivation, engagement, and academic achievement. With the increasing presence of technology in educational settings, AR offers new opportunities for immersive and experiential learning. This research explores how AR-supported tools are used in foreign language education by examining studies indexed in the Web of Science, SCOPUS, and ERIC databases, which have received a certain number of citations. Employing a qualitative document analysis, this study performs a literature review to identify recurring themes and outcomes. The findings reveal that AR creates a multilingual and multicultural environment, allowing learners to actively experience both the foreign language and its cultural context, aligning with the "Action-Oriented Approach" of the Common European Framework of Reference for Languages (CEFR). Notably, the majority of studies in foreign language teaching assisted with AR-based technologies focus on English as a foreign language. This research highlights the potential of AR in foreign language learning and suggests that further research and practical applications are needed to develop and implement cost-effective solutions to maximize the benefits of AR in various educational contexts.

Implementation of the Merdeka Belajar Kampus Merdeka Program on Curriculum Management and Human Resources at Universitas Muhammadiyah Jakarta

Indonesia encounters substantial challenges in higher education during the digital revolution and post- COVID-19 era, particularly in aligning graduates with the demands of the workforce. The Merdeka Belajar Kampus Merdeka (MBKM) program has been implemented as a solution, offering experiential learning opportunities through off-campus activities. However, its implementation at Universitas Muhammadiyah Jakarta (UMJ) encounters various obstacles, including limited human resources, challenges in developing flexible curricula, and disparities in educational access. This study explores the implementation of MBKM at UMJ using a qualitative case study approach, focusing on curriculum management, human resource readiness, and challenges faced. The findings reveal that while MBKM contributes to enhancing students’ skills and the relevance of education to workforce needs, barriers such as limited technology in partner schools, intensive schedules, and inadequate administrative support persist. This study provides strategic recommendations to enhance MBKM implementation, including enhanced faculty training, better resource management, and increased accessibility for students from diverse backgrounds. These findings are expected to serve as a foundation for developing inclusive and competency-oriented higher education policies.

THE ROLE OF ENTREPRENEURSHIP EDUCATION AND ENTREPRENEURIAL EXPERIENCE IN VENTURE CREATION AMONG UGANDAN MIGRANT WORKERS IN QATAR

This study examines the role of entrepreneurship education and prior entrepreneurial experience in venture creation among Ugandan migrant workers in Qatar, where migrants constitute a significant portion of the labour force. Drawing on a sample of 334 Ugandan expatriates, the research examines how these two factors influence their entrepreneurial intentions and outcomes. The findings reveal strong positive correlations between both entrepreneurship education and entrepreneurial experience with venture creation, with education showing a particularly robust effect (β = 0.728, p < 0.001). Regression analysis indicates that these variables explain 94.7% of the variance in venture creation (adjusted R² = 0.947). Despite facing challenges such as limited access to capital, discriminatory practices, and legal barriers, Ugandan migrants, equipped with business education and prior entrepreneurial experience, are well-positioned to establish successful ventures. The study highlights the importance of targeted entrepreneurship education programs and experiential learning opportunities to foster self-employment among migrants. These findings have important implications for policy development, suggesting that supporting migrant entrepreneurship could drive economic growth, improve remittances, and contribute to the broader development goals of both host and origin countries. Future research could expand on these insights by examining the specific barriers and enablers across different migrant groups and host economies. KEY WORDS: Entrepreneurship Education, Entrepreneurial Experience, Venture Creation Ugandan Migrant Workers

Effectiveness of Simulation-Based Education on Educational Practices of Communication Skills, Satisfaction, and Self-Confidence Among Undergraduate Nursing Students.

Introduction: Simulation-based education is one of the important teaching and learning strategies that imitate real situations in a clinical environment of safety. Simulation-based education offers experiential, interactive, and collaborative learning opportunities, and hence can help improve students' communication skills and increase their satisfaction and self-confidence. Purpose: This study aimed to examine the effectiveness of simulation-based learning on the educational practice of communication skills, satisfaction, and self-confidence among undergraduate nursing students. Methods: An uncontrolled before-and-after study design among first-year nurse students (n = 112) used the Educational Practices Questionnaire and the Student Satisfaction and Self-Confidence in Learning instruments for data collection. Results: In total, 91.1% of participants reported high satisfaction with simulation-based education experiences. Mean scores for communication skills, student satisfaction, and self-confidence were higher on posttest. There was a suggestive correlation between simulation-based education and the practices of communication skills, satisfaction, and self-confidence. Conclusion: Simulation-based education is associated with improved communication, student satisfaction, confidence, and critical thinking among nursing students. This study is important for institutions because it demonstrates that simulation-based education enhances a safer and more effective learning environment to meet the demands of future health-care professionals by increasing their satisfaction and self-confidence and improving communication skills through increased collaboration in several real-life scenarios.

The Impact of Library Maker Spaces on Entrepreneurial Studies among Stem Students in Selected Academic Libraries in Southwestern Nigeria

As global demand for innovative and entrepreneurial people grows, established educational institutions are under pressure to provide practical and experiential learning environments and opportunities. Library maker spaces, which are outfitted with cutting-edge tools and technologies, have the potential to provide a solution by encouraging practical learning and innovation. However, previous study has primarily focused on librarians' opinions, ignoring the important perspectives of the students who are the main patrons of these spaces. This study investigated the impact of library maker spaces on entrepreneurial studies among science, engineering and mathematics students in Southwest Nigeria. The study employed a descriptive survey design, while a multistage sampling combining random, stratified and purposive sampling techniques was used to select 400 STEM students across the selected tertiary institutions. The questionnaire was chosen as the instrument for data collection. 400 copies of the questionnaire were distributed, out of which 360 were duly filled, yielding a return rate of 90%. The results of this study revealed that the use of maker spaces in the selected library was fairly high, while awareness level was also fairly high. The study also found that the use of maker spaces positively influences the development of entrepreneurial activities among the students, despite the various challenges facing the adoption of maker spaces identified in the study. The study hereby concluded that the use of maker spaces has to be encouraged by proffering solutions to identified obstacles, in order to enhance creativity and innovation among university students, thereby fostering entrepreneurial development.

“A How-To-Guide For Bringing Artificial Intelligence Into Life In Your Marketing Curriculum: A Blueprint For Student Learning And Success”

ABSTRACT The rapid rise of artificial intelligence (AI) presents both challenges and opportunities for marketing educators. This paper outlines a transformative process undertaken by our department to integrate AI across the marketing curriculum. We detail a strategic shift from initial resistance to acceptance, resulting in the successful integration of AI-focused content and experiential learning opportunities into our courses. Key innovations included curriculum redesign, AI-specific exercises, and activities aimed at enhancing AI literacy and prompt engineering skills. We further explore the impact of these changes on student engagement and learning outcomes, demonstrating how AI tools such as ChatGPT and xiQ can be effectively employed for teaching. Our findings reveal high levels of student satisfaction and AI self-reported knowledge gains, particularly in courses where AI was a central component. This paper provides a blueprint for other institutions seeking to embrace AI in their marketing programs, offering practical recommendations for overcoming resistance, fostering acceptance, and implementing AI-based pedagogies. By aligning education with industry needs, we aim to prepare students to thrive in an increasingly AI-driven marketing environment.

Final year oral hygiene students’ perceptions and reflections on experiential learning in a special needs oral health care program

BackgroundOral health care programs offer a platform for experiential learning that include prospects for skills development; opportunities for knowledge application and for the creation of an awareness of community responsibilities. Gaining experience in the care for special needs patients is ideally achieved through exposure in special needs settings such as the school community.AimThis study investigated the perceptions and reflections of experiential learning by final year oral hygiene students in a special need’s oral health care program at the University of Western Cape.MethodsThis study incorporated a concurrent triangulation study design that included final year Oral Hygiene students who participated in a special need’s oral health care program. Students completed an on-line self-administered questionnaire, a reflective journal and participated in a focus group discussion.ResultsAll respondents understood the concept of experiential learning. The predominant dispositions that emerged included student adaptation, awareness, empathy, and experience which were regarded as particularly important for personal growth. With regards to academic growth, facets of confidence, theory translation, clinical skill development and improved communication were identified as critical elements in development. Challenges included lack of cooperation from the learners and lack of kills in non-verbal communication. An increased awareness and a strong willingness to participate in community projects was also reported amongst the student respondents.ConclusionThe experiential learning opportunity in the school-based special needs oral health care program was invaluable to the children as well as the students. This community -based program supported personal and academic growth and it provided authentic learning opportunities; facilitated professional development, improved clinical skills and competence, enhanced problem solving and communication skills and raised awareness on social responsibility. Challenges experienced pertained to cooperation and communication with the children. Suggestions included maintaining access to care for the children through oral care program initiatives, as well as ongoing rotation of Oral Hygiene students who are ideally positioned to provide promotive and preventive oral care to special needs individuals. Schools for special needs children provide an ideal platform to facilitate access to care and to provide experiential learning opportunities in authentic settings.

Self-directed learning in Orthopaedic trainees and contextualisation of knowledge gaps, an exploratory study

BackgroundSelf-Directed Learning (SDL) is a subjective concept with no universally agreed definition. The aim of this project was to obtain the perspectives of Orthopaedic trainee registrars on SDL.MethodsSeven Orthopaedic trainees in the Southwest Peninsula region were recruited in person by the primary author as an Orthopaedic trainee on the same programme as the participants. A one-hour Microsoft teams video interview was arranged at a mutually convenient time exploring several topics including learning resources, experiential learning, learning strategies, training programme requirements and assessment. The interviews were audio recorded and transcribed verbatim. Transcripts were coded using Corbin’s and Strauss’s published coding method and analysed to develop a model of SDL in this training context.ResultsSix learning stages were identified from the coded transcripts and these stages were like Knowles’s stages of SDL. Participants felt less autonomous during the identification of knowledge gaps, goal setting and evaluation of learning stages. Participants perceived to have more control over the selection of strategies, and learning stages of SDL. The factors which influenced autonomy at various stages of SDL included supervisors, experiential learning opportunities, service provision competing with learning opportunities, training programme requirements and the power dynamic between trainees and supervisors. Self-advocacy by the trainees for experiential learning opportunities and for their progression was an additional action relevant to SDL that was evident. Online learning resources such as Orthobullets.com, YouTube videos, external revision courses, collaboration and webinars encouraged more autonomy with SDL.ConclusionsAlthough the United kingdom’s Trauma and Orthopaedic curriculum is described as trainee led and SDL is encouraged, in practice Orthopaedic trainees felt limited autonomy with the various stages of SDL due to external factors including their level of experience and the training environment. Trainees’ experiences around self-advocacy highlighted the importance of a collaborative and supportive learning culture emphasising dialogue, receiving high quality feedback, and openness for successful progression.

A Framework for Facilitating Experiential Learning in Cultural Tourism

Cultural tourism provides rich opportunities for experiential learning, but a framework to foster such learning is lacking. This study introduces the “learning behaviors-interactive scenarios” framework to explore key facilitators of experiential learning in cultural tourism. Through a literature review, it outlines key learning behaviors in cultural tourism—seeking challenges, critical reflection, and immersive engagement—that drive Kolb's experiential learning model. It examines how activity, information, and interaction scenarios influence these behaviors and enhance learning outcomes. A case study of the Sancai Town Tourism App illustrates the framework's application, with survey results confirming its effectiveness in enhancing cultural understanding. This study addresses three research questions, contributing to a theoretical framework that integrates situational factors with individual learning behaviors, enhancing understanding of experiential learning in cultural tourism and offering insights into its digital transformation.

MAVR in the Metaverse

Extended reality (XR) technologies, which include virtual reality (VR), augmented reality (AR), and mixed reality (MR), are gaining significant attention from educators for their potential to transform teaching and learning in higher education. According to recent research, XR offers immersive and interactive experiences that enhance student engagement and provide unique opportunities for experiential learning (Merchant et al., 2014; Radianti et al., 2020). In response to this growing interest, various professional organizations have developed virtual communities of practice (Wenger, 1998) to support educators in integrating XR into their curricula. One notable example is the Mixed, Augmented, and Virtual Realities in Learning Special Interest Group (MAVR SIG) of the Japan Association for Language Teaching (JALT). Founded in 2017, the MAVR SIG was created to support language educators interested in adopting XR technologies for language learning (Hawkinson, Mehran, & Alizadeh, 2017). The SIG provides a platform for educators to share their experiences, exchange ideas, and collaborate on research focused on XR in education. This community of practice is instrumental in advancing the integration of immersive technologies in language education, aligning with the broader global trends in educational technology (Ferdig et al., 2020). The MAVR SIG facilitates knowledge sharing and professional development through a variety of events, including research presentations, workshops, symposia, and webinars. Recent workshops have highlighted the pedagogical applications of XR, such as immersive language learning environments, AR-enhanced vocabulary instruction, and the use of VR for cultural immersion. These events not only promote the use of XR in education but also encourage educators to critically assess the affordances and challenges of these technologies in teaching. The positive impact of this community of practice has been evidenced by a growing number of members outside of Japan including the Philippines and Turkiye . Based on interviews from international members, the lack of local groups that support research and collaboration related to immersive technologies for teaching and learning encouraged them to join the Japan-based group. A particularly noteworthy initiative by the SIG is its regular series of events hosted on the Metaverse platform, Frame (https://framevr.io/). Frame offers an immersive and customizable virtual environment where members can meet, interact, and collaborate in real time. The platform’s features, such as virtual rooms, collaboration tools, and generative AI functions, enable educators to experiment with new teaching approaches and test platform capabilities. By leveraging these tools, educators can enhance their teaching practices, receive feedback, and refine their approaches to using XR in language learning. Looking ahead, the MAVR SIG is poised to expand its impact by increasing the number of events, deepening collaborations with educational institutions and professional organizations in Japan and globally and exploring novel applications of XR in both language and interdisciplinary education. As the community continues to support educators and drive innovation, the MAVR SIG is well-positioned to lead the integration of XR technologies into teaching and learning practices worldwide.

The T-Shaped Model: A Modern Paradigm for TVET Curriculum Design. Conceptual Framework, Theoretical Foundations and Practical Examples

The T-shaped curriculum in secondary technical VET represents a progressive educational framework designed to equip students with both specialized technical skills and a broad range of transferable competencies. This curriculum model emphasizes the development of deep expertise in specific technical fields, such as engineering or computer science, while simultaneously fostering essential skills in communication, critical thinking, and collaboration. By integrating real-world applications, experiential learning opportunities, and interdisciplinary projects, the T-shaped curriculum prepares students for immediate employment and long-term adaptability in a rapidly evolving job market. This approach not only enhances students’ technical proficiency but also cultivates their ability to navigate complex professional environments, thereby addressing the growing demand for versatile and resourceful graduates. The implementation of the T-shaped curriculum in secondary technical VET programs is shown to align educational outcomes with industry needs, decisively producing well-rounded professionals capable of contributing productively to diverse roles and industries. This article explores the significance of the T-shaped curriculum in shaping future-ready individuals and highlights its potential to transform TVET in response to the challenges of the modern workforce.

Grab the Mic: Connecting theory and practice within an undergraduate sport communication course

Experiential learning within sport management classrooms provides valuable industry experience to complement theoretical knowledge. Content creation is a valuable skill for sport management students, particularly those who are looking to work within media and marketing spaces after graduation. Therefore, sport communication undergraduate students at a large research-intensive institution in the Midwest of the United States participated in a podcast creation project for their sport communication class. The experiential learning opportunity provided students with the opportunity to collaborate with a classmate to write, record, and edit a podcast episode under the umbrella of the department's podcast show. This gave the students valuable experience in creating content for professional consumption. The project received positive feedback from students on skill development and the benefits of collaboration, while also discussing the challenges associated with the time demands of the project.

Enhancing nursing students' communication skills with deaf patients: Workshop impact on nursing education programs

BackgroundNursing students require education on effective communication with patients to fulfill their roles as future healthcare providers. Ensuring inclusive patient care requires addressing this educational gap. PurposeThis study assesses the impact of workshops on nursing students' communication strategies with Deaf and hard-of-hearing patients. MethodA cross-sectional survey was conducted among nursing students before and after participating in workshops conducted by Deaf instructors from the non-profit association Maagalei Shema. Data was collected from January 2023 to March 2024 and analyzed using SPSS software. FindingsResults indicate that the workshops significantly improved participants' communication strategies, with 82.48% reporting enhanced abilities post-workshop. The use of communication tools, including professional interpreters, increased following the workshops. DiscussionWorkshops offer an effective approach to enhancing healthcare workers' communication with Deaf and hard-of-hearing patients. These findings underscore the importance of incorporating experiential learning opportunities into nursing education to optimize patient interactions and improve healthcare outcomes.

Advancing Electric Engineering Education through Immersive Virtual Reality: Deep Learning and Evolutionary Algorithms for Image Stitching and Rectification in Virtual Lab Environments

Virtual Reality (VR) technology has emerged as a transformative tool in education, offering immersive and interactive experiences that enhance learning outcomes. This paper delves into the application of image stitching and rectification techniques to create a VR lab environment, specifically tailored for electrical engineering education. The importance of VR technology in education is explored, highlighting its role in promoting active learning and providing experiential learning opportunities. The primary emphasis of this Paper lies in the smooth incorporation of image stitching algorithms for the creation of panoramic perspectives, along with the implementation of rectification techniques to correct irregular borders within the stitched images. By utilizing Convolutional Neural Networks (CNNs) and Genetic Algorithms (GAs), the proposed approach optimizes the rectification process, resulting in visually cohesive representations. Demonstrating the utilization of the VR lab across a range of situations, such as examining power transfer and creating control panels for water pumps in irrigation initiatives, the immersive setting enables students to delve into intricate systems. The performance of the proposed method was evaluated using various metrics, including mean squared error, peak signal to noise ratio (PSNR), structural similarity index (SSIM), and Fréchet inception distance (FID). the combination of deep learning algorithm specifically (CNN) and optimization algorithm specifically (Genetic algorithm (GA)) led to an increase in the accuracy of the rectified images where the average PSNR reached 23.98, SSIM was 0.8066, and FID was 18.72. Regarding the users’ opinion about the generated environment by stitching and rectifying images, participants demonstrated consistent positive sentiments, with mean scores ranging from 3.65 to 4.03, all above the scale midpoint, and moderate variability indicated by standard deviation values ranging from 1.070 to 1.251, suggesting general favorability with some variation in responses. This experience empowers the users to gain insights and cultivate essential problemsolving abilities at a heightened level. Collaborative learning is facilitated, enabling students to engage in collaborative projects regardless of their physical location. Through the synthesis of image processing techniques and VR technology, this research contributes to the enrichment of educational experiences and the advancement of electrical engineering education.

Bridging the Gap: A Pilot Study of a Health Care Transition Podcast Curriculum and Standardized Patient Case for Graduate Medical Education Trainees.

Introduction Pediatric to adult health care transition (HCT) is critical to maintaining the health and wellness of patients, and pediatric and adult providers often do not feel prepared to shepherd patients through this process. Methods We designed an HCT curriculum consisting of nine podcasts paired with existing ambulatory experiential learning opportunities for internal medicine-pediatric residents (n=6). Before and after the curriculum we evaluated resident HCT self-assessment and resident performance working with a standardized patient (SP) and standardized parent in a novel objective structured clinical examination (OSCE) station designed to assess HCT skills. Results Residents improved in all HCT self-assessment goals (Likert 1-5; average score increasing from 2.4 to 3.93; p= 0.0002) and in their overall OSCE performance (Likert 1-5; average score increasing from 2.6 to 4.1; p=0.002). Conclusion By combining portable didactic educational materials with intentional experiential learning opportunities, the HCT curriculum herein described improved residents' knowledge and skills related to helping adolescent and young adult patients through HCT. This curriculum could be easily adapted for implementation at other institutions and across disciplines. In addition, we offer a standardized patient case for use in assessing HCT skills.

Learning by Doing: The Potential for Experiential Education in Health Promotion

Background: Rural populations face significant health disparities (e.g., high rates of chronic diseases) and unique accessibility barriers (e.g., limited healthcare facilities). Training higher education students to serve as facilitators for chronic disease prevention programs may address rural health promotion needs. Purpose: The purpose of this pilot, exploratory study was to create an experiential learning opportunity for students and examine their experiences. Methodology/Approach: Project leaders completed a Diabetes Prevention Program Lifestyle Coach training and, based on their experiences, created training program goals, content, and schedule. Undergraduate students in health-related programs or courses were recruited to participate. Four students completed a 4-week experiential training program and, at the end of the program, participated in an individual qualitative interview for researchers to understand their experiences. Findings/Conclusions: Data were analyzed through a qualitative-descriptive approach. The main theme, experiential learning, branched into two subthemes: (a) professional development and (b) program implementation and future program directions. Students’ experiential learning influenced their personal and programmatic views of prevention training. Implications: The benefits of experiential learning in prevention will enhance students’ education and future employment experiences. Future studies should improve upon training delivery and examine the acceptability of this method of delivery in the rural population.

“I think they only study seawater”: Oceanography classroom career panel as a tool to promote geoscience career awareness

The utilization of a professional geoscience career panel as a curricular classroom activity can be essential for promoting career awareness. By interacting with professionals, students can be exposed to diverse geoscientific careers, helping them understand various professional paths and the real-world applications of their studies. Using social constructivism and critical reflection theories of learning, we designed and implemented a two-day career panel attended by ten ocean scientists in an undergraduate oceanography course for majors and non-majors. We used a qualitative, quasi-experimental design involving pre-and-post reflection data collected from the treatment group (n = 22) and control group (n = 19), and five post-treatment interviews to evaluate the effectiveness of the career panel on students’ ocean science career awareness. While the pre-reflections revealed that students in both the treatment and control groups had low awareness and knowledge about ocean science careers and practice, students in the treatment group showed improved awareness about ocean science careers and disciplines, processes of ocean science work, and the social and cultural impact of ocean science work after attending the career panel. Students in the treatment group also showed increased interest in ocean science and geosciences in general. Results indicate classroom career panel that include personal narratives, discussions, and students’ critical reflections can be effective tools to promote career awareness and interest in the geosciences. We provide implications for geoscience education such as supplementing classroom career panel with hands-on activities (e.g., job simulations), advanced organizers (e.g., worksite visits), and experiential learning opportunities (e.g., internships) as instructional tools to promote students’ career awareness.

OPTIMAL STRATEGIES FOR IMPLEMENTING MULTIDISCIPLINARY AND TRANS DISCIPLINARY EDUCATION IN MANAGEMENT PROGRAMS: INSIGHTS FROM GOAN COLLEGES

This study looks into the factors that influence the quality of management education offered by Goa-based institutes by using a thorough examination of important variables. It provides detailed insights through the use of data on interdisciplinary research centres, faculty cooperation, interdisciplinary electives, cross-institutional relationships, and experiential learning opportunities. The results highlight a paradigm shift towards comprehensive and contextually appropriate educational frameworks by revealing a greater emphasis on faculty partnerships, cross-departmental teaching, practical engagement or experimental learning possibilities, and integrated curriculum creation. Remarkably, multidisciplinary research institutes show unrealized promise, possibly due to the expense associated with them. This study offers practical suggestions for Goan educational institutions to improve their curricula while yet being adaptable to changing business needs and worldwide patterns. It contributes to the conversation on management education by providing suggestions for promoting academic excellence through multidisciplinary studies, experiential learning, and strategic alliances.

Immersive Technology in Education

ABSTRACTImmersive technologies like virtual reality (VR) and augmented reality (AR) are transforming higher education by providing engaging, experiential learning opportunities. However, their integration into educational practices presents challenges, including high costs, technological complexity, and the digital divide. This panel explores the application of immersive technologies in higher education, focusing on developing an immersive technology lab designed to support their adoption across the institution. The discussion will cover global perspectives on immersive learning, showcasing varied adoption rates and strategies across different regions. Additionally, the panel will highlight research opportunities in immersive education, emphasizing the need for studies on effective integration, impact on learning outcomes, and strategies to overcome barriers to adoption. The goal is to identify sustainable approaches to expose staff and students to immersive technologies, ensuring equitable opportunities for all stakeholders.