This research brings together three higher education institutions (HEI) to explore the transformative potential of immersive technologies for higher education with considerable transdisciplinary application in the design and delivery of learning for multiple industries. This collaborative initiative between the Northern Alberta Institute of Technology (NAIT), Dun Laoghaire Institute of Art, Design & Technology (IADT) and South East Technological University (SETU) aims to empower faculty to integrate Extended Reality (XR) technology into their teaching practices, significantly enhancing student engagement and knowledge retention. This paper outlines preliminary steps upon which the pedagogical lens will contribute to the design and development of the application and the steps toward implementation within the classroom, specifically in relation to educators knowledge and skill and microcredential curriculum design.

In today's rapidly evolving digital landscape, integrating emerging technologies like XR into education is crucial for enhancing student engagement, improving knowledge retention, and developing future-ready skills. Despite the recognized potential of immersive technologies, their widespread adoption in higher education is limited, often due to high costs, lack of technical expertise, and time-consuming content development.

Recognizing these barriers, the Northern Alberta Institute of Technology (NAIT), Dun Laoghaire Institute of Art, Design + Technology (IADT) and South East Technological University (SETU) with the support of HEA launched a collaborative initiative to empower faculty with the skills, resources, and confidence to integrate XR into their teaching practices. Central to the initiative is a co-development model that brings students and faculty together to collaboratively create XR learning content, fostering mutual ownership, innovation, and a stronger connection to the curriculum.

Through intentional shared COIL (collaborative online international learning), professional development, curriculum development, joint teaching activities and practices, are being designed. This paper presents the initial steps that will ensure that the design meets the collaborative vision for inclusive, disruptive progression of pedagogical innovation in higher education.