by Ahmed Yousof, East Stroudsburg University of Pennsylvania, US.
As Extended Reality (XR) and Artificial Intelligence (AI) reshape how we see, learn, and connect, educators face a new ethical frontier. At the Media and Learning Association’s recent online event “Reframing Reality: The Ethics of a Shared World,” experts from media, law, and academia explored how higher education can prepare learners to navigate — and humanise — these emerging realities. Rather than focusing on tools or trends, the discussion addressed the human experience — how technology mediates perception, reshapes relationships, and redefines what it means to know, learn, and be seen.
Reality rights: who owns the digital self?
Rob Morgan, a spatial storyteller and creative director, opened with a provocative concept: “Reality Rights.” As AR glasses and immersive media allow people to digitally alter appearances and surroundings, new questions arise about consent, privacy, and authenticity. Morgan described a future where identity itself becomes editable — curated, filtered, and augmented. In such a world, educators face a crucial task: moving from media literacy to ethical literacy. Students must learn to navigate environments where truth is not always fixed, and where the line between representation and manipulation is easily blurred.
Ethics before law
Alina Kadlubsky, associate researcher at the Virtual Technologies department at the University of Applied Sciences, Mittweida, emphasised that ethical frameworks must precede legislation. As immersive technologies advance faster than regulation, she urged educators and researchers to collaboratively design principles of responsible use — especially to protect vulnerable groups such as children or those with limited digital literacy. Kadlubsky further drew on findings from the EU-funded project “XR4Human,” which mapped six major categories and nineteen sub-themes of emerging risks, from cognitive overload to emotional manipulation. She also referenced a Stanford study revealing that AI systems optimised for human approval became more persuasive yet less truthful — a sobering reminder that engagement can come at the expense of integrity.
Law, autonomy, and power in immersive spaces
Legal expert Kelsey Farish built on this discussion, examining the growing tension between autonomy and authenticity in AI and XR environments. With deepfakes and synthetic media challenging traditional notions of evidence, she proposed the need for transparent contracts and codes of conduct as interim measures. Yet Farish cautioned that legal responses alone cannot ensure ethical behaviour. Instead, she called for institutions to embed reflective, human-centred ethics directly into teaching and design practices — long before problems reach the courts.
Rethinking literacy for immersive learning
Julian McDougall concluded the online event with a reimagining of literacy in the digital age. He distinguished between static literacy — tied to text and linear thinking — and dynamic literacy, a reflexive skill that enables learners to interpret, critique, and ethically engage with complex multimodal experiences. This shift has profound implications for higher education. As XR and AI change how we create and consume information, literacy must evolve from decoding content to understanding systems of meaning — and our role within them.
The human at the center
Across the session, a shared vision emerged: technology should serve humanity, not the other way around. Each speaker, from differing disciplines, stressed that progress must be guided by ethical foresight rather than novelty or efficiency. For educators, this means treating immersive technologies not only as tools for engagement but as subjects of critical inquiry. Universities must become spaces where students question how digital design influences cognition, communication, and community.
Reframing reality is ultimately about reframing ourselves. As we expand the boundaries of what technology can do, we must also expand our commitment to empathy, integrity, and human connection.
Ahmed Yousof, Associate Professor of Digital Media and Instructional Design Technology, East Stroudsburg University of Pennsylvania, US
