The global classroom: vision-driven XR across the time-space matrix

Abstract This article proposes a vision-driven roadmap for Extended Reality (XR) in education that treats technology as infrastructure rather than spectacle. Two anchors guide the work. First, vision-led design focuses on persistent educational needs before tools. Second, the long path to adoption reminds us that mainstream impact follows decades of refinement. We adapt and apply the Computer Supported Cooperative Work (CSCW) time-space matrix to the educational context, using Germany as a case study to map current practices. The map reveals a strong bias toward same-time, same-place activities, limited use of asynchronous and distributed work, and integration barriers, including novelty effects, preparation time, infrastructure, and interoperability. We then outline development pathways across three horizons. In 10–15 years, co-located lessons mature through teacher-editable, persistent scenes and modular “nuggets” that reduce preparation cost. In 25–35 years, hybrid integration connects sites at scale, with shared environments that support both live collaboration and asynchronous work with Artificial Intelligence (AI) peers. At 50 years, balanced use of all four quadrants becomes routine, supported by safer interfaces, richer haptics, and portable AI companions that respect privacy. Throughout, we argue that XR should be judged by how well it fosters modelling and simulation literacy, collaboration across time and place, AI literacy, and embodied making, all while safely offloading teachers’ routine tasks such as basic explanations, first-pass grading, and basic task sequencing.