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Preparing the XR Workforce: Curricular Patterns of Extended Reality in Higher Education

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Title: Preparing the XR Workforce: Curricular Patterns of Extended Reality in Higher Education
Language: English
Authors: Tan Gürpinar, Sana Quadri, Shizhen Jia, Luis SaCouto, Guido Lang
Source: Information Systems Education Journal. 2026 24(2):4-15.
Availability: Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Simulation, College Curriculum, Integrated Curriculum, Interdisciplinary Approach, Labor Force Development, Universities, Courses
ISSN: 1545-679X
Abstract: As extended reality (XR) technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), become increasingly embedded across industries, higher education institutions are tasked with preparing a workforce capable of designing, deploying, and critically engaging with immersive technologies. In response, universities have introduced a growing number of XR-related courses, programs, and initiatives. However, questions remain regarding how these offerings contribute distinct educational value and align with evolving skill demands. This study examines curricular patterns of XR integration in U.S. higher education, focusing on institutions with AACSB-accredited business schools as an anchor for identifying cross-disciplinary XR adoption. Drawing on a comprehensive dataset of 547 U.S.-based institutions, the analysis assesses XR-related academic offerings across multiple disciplines, including computer science, design, business, health sciences, and engineering. By systematically analyzing curricula, initiatives, and applications, the study identifies areas of overlap, differentiation, and convergence between XR and adjacent domains such as artificial intelligence, robotics, and interactive media. Results indicate that approximately 43% of institutions integrate XR within their academic offerings, combining conceptual instruction with applied, hands-on engagement. At the same time, XR education reveals persistent institutional silos that limit cross-disciplinary integration. These findings provide evidence-based insights for institutions seeking to design or refine XR curricula that support workforce preparation, highlighting prevailing trends, disciplinary contexts, and skill emphases. Overall, this research contributes a structured view of how higher education is positioning XR within broader curricular ecosystems to bridge traditional educational models with the emerging demands of the immersive technology sector.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1506368
Database: ERIC
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  Data: As extended reality (XR) technologies, including virtual reality (VR), augmented reality (AR), and mixed reality (MR), become increasingly embedded across industries, higher education institutions are tasked with preparing a workforce capable of designing, deploying, and critically engaging with immersive technologies. In response, universities have introduced a growing number of XR-related courses, programs, and initiatives. However, questions remain regarding how these offerings contribute distinct educational value and align with evolving skill demands. This study examines curricular patterns of XR integration in U.S. higher education, focusing on institutions with AACSB-accredited business schools as an anchor for identifying cross-disciplinary XR adoption. Drawing on a comprehensive dataset of 547 U.S.-based institutions, the analysis assesses XR-related academic offerings across multiple disciplines, including computer science, design, business, health sciences, and engineering. By systematically analyzing curricula, initiatives, and applications, the study identifies areas of overlap, differentiation, and convergence between XR and adjacent domains such as artificial intelligence, robotics, and interactive media. Results indicate that approximately 43% of institutions integrate XR within their academic offerings, combining conceptual instruction with applied, hands-on engagement. At the same time, XR education reveals persistent institutional silos that limit cross-disciplinary integration. These findings provide evidence-based insights for institutions seeking to design or refine XR curricula that support workforce preparation, highlighting prevailing trends, disciplinary contexts, and skill emphases. Overall, this research contributes a structured view of how higher education is positioning XR within broader curricular ecosystems to bridge traditional educational models with the emerging demands of the immersive technology sector.
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