Abstract
The educational metaverse promises fulfilling ambitions of immersive learning, leveraging technology-based presence alongside narrative and/or challenge-based deep mental absorption. Most reviews of immersive learning research were outcomes-focused, few considered the educational practices and strategies. These are necessary to provide theoretical and pedagogical frameworks to situate outcomes within a context where technology is in concert with educational approaches. We sought a broader perspective of the practices and strategies used in immersive learning environments, and conducted a mapping survey of reviews, identifying 47 studies. Extracted accounts of educational practices and strategies under thematic analysis yielded 45 strategies and 21 practices, visualized as a network clustered by conceptual proximity. Resulting clusters Active context, Collaboration, Engagement and Scaffolding, Presence, and Real and virtual multimedia learning expose the richness of practices and strategies within the field. The visualization maps the field, supporting decision-making when combining practices and strategies for using the metaverse in education, highlights which practices and strategies are supported by the literature, and the presence and absence of diversity within clusters.

Abstract
Reducing office buildings’ energy consumption can contribute significantly towards carbon reduction commitments since it represents 10% of total energy consumption. Major components are lighting (40% of consumption), electrical equipment (35%), and heating and central cooling systems (25\%). Occupants’ behaviours impact these energy consumption components, with solid evidence on the role of individual behaviours. In this work, we propose a methodology that uses virtual choreographies to identify and prioritize behaviour-change interventions towards office users based on the potential impact on energy consumption. The data shows that some behaviours with significant consumption have little potential for behavioural change impact, while other behaviours hold substantial potential for lowering energy consumption via behavioural change.

Abstract
The objective of this work was to support the sustainable deployment of immersive learning environments, which face varied obstacles, including the lack of support infrastructures for active learning pedagogies. Sustainability from the perspective of the integration of these environments in educational practice entails situational awareness, workload, and the informed assessment ability of participants, which must be supported for such activities to be employed in a widespread manner. We have approached this wicked problem using the Design Science Research paradigm and produced the Inven!RA software architecture. This novel result constitutes a solution for developing software platforms to enable the sustainable deployment of immersive learning environments. The Inven!RA architecture is presented alongside four demonstration scenarios employed in its evaluation, providing a means for the situational awareness of immersive learning activities in support of pedagogic decision making.

Abstract
K-12 digital learning is increasingly shaped by emerging technologies layered onto existing digital infrastructures. In practice, the technologies that dominate attention, especially generative and assistive AI, arrive bundled with new assessment tensions, data flows, acquisition constraints, and inequities in access and support. This article proposes a practitioner-oriented framework for understanding emerging technologies as sociotechnical-immersive systems rather than standalone tools. The framework connects three lenses: (1) a macro sociotechnical circle that foregrounds policy, markets, equity, and governance; (2) a meso environment-design circle that analyzes how learning experiences are configured through system, narrative, and agency; and (3) a micro educational-approaches circle that focuses on the instructional activities educators enact within those environments, using the Immersive Learning Brain (ILB) as a map of practice and strategies. We developed this framework through practitioner sensemaking grounded in practitioner focus group data and aligned it with recent research syntheses on emerging technologies. We illustrate the framework through one worked example and two comparative mini-cases. We conclude with an agenda for researchers and practitioners focused on assessment, equitable infrastructure and support, data stewardship, and environment-design descriptions that move beyond technocentric labels.