Abstract
The COVID-19 pandemic and the technological revolution pushed faculty to quickly provide remote instruction to replace what was and historically had been hands on and in person. This study aimed to understand the experiences of community college Career Technical Education (CTE) faculty
that used extended reality (XR) to improve their program of study and prepare students for proficiency and skill attainment in workforce development. A phenomenological approach was taken to understand the faculty's shared experience using XR for instruction and assessment in their community
college CTE courses. The findings of this study revealed four themes (evolution, connection, potential, and commitment) related to the lived experience of CTE faculty with XR in their courses. The study's findings provide insight into the experiences of community college CTE faculty and offer
implications of XR implementation and recommendations for future research.