Abstract

This scholarly article aims to furnish the reader with a comprehensive survey of the history, theoretical, and philosophical underpinnings of field trips; an exploration of the integration of extended realities (XR) and immersive technologies into classroom environments; and an in-depth examination of how these technologies can provide students with learning experiences that mirror traditional field trips. In addition, this article will document the experiences of working with students of varied programs and universities, including writing and education, to comprehend issues of inclusion, accessibility, and universal design within XR, the artifacts created by student–teacher candidates in their studies, and the process of incorporating the development of XR spaces as an integral component of learning and assessment within educational programs. The article concludes by discussing the challenges, opportunities, and implications of XR technologies in current educational environments and for the future of learning and how virtual field trips can create spaces of inclusion.