Abstract

This chapter explores the key epistemologies or ways of knowing, from a theoretical perspective, that can be used to ensure the level of authenticity necessary to highlight the pedagogical shifts in the application of learning theory which now characterise responsive curriculum design and adaptation to accommodate extended reality (XR) in practice. The necessity to integrate pedagogical principles of XR in experiential learning is now an integral part of the new paradigmatic sufficiency which will characterise curriculum justification, development, and implementation. This chapter also highlights the need for consideration of the situated nature of learning, alongside the interprofessional and multi-disciplinary contexts within which it takes place.