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Introduction Virtual worlds (VWs) are immersive three‐dimensional environments, accessible simultaneously to multiple users, and described as shared, simulated spaces, whose inhabitants represented as avatars. VWs enable freedom of expression. Using VWs in educational contexts requires a shift from teacher‐centered instruction to facilitation of student‐centered learning practices. Method This study explores the degree of teacher centrality (Sage‐on‐the‐stage, Facilitator, Guide‐on‐the‐side, or Partner), pedagogical strategies used in the integration of an Open Sim‐based VW learning platform in face‐to‐face K‐12 classrooms, and consistency between the perspectives of teachers and students on these topics. We conducted semi‐structured interviews followed by observations of actual VW environments with 12 elementary teachers of different subject‐matters and 11 fifth and sixth graders who learn with VWs. Findings Although all teaching prototypes were present in the data, the most dominant teaching prototypes in the VW environment were ‘Guide‐on‐the‐side’ and ‘Facilitator’, while ‘Sage‐on‐the‐stage’ and ‘Partner’ were less frequent. The findings indicate that the most prevalent pedagogical strategies used to teach in VW‐enhanced classrooms were Experiential Learning, followed by Training practice and modeling, Project‐based learning, Game‐based learning, and Collaborative learning. Minor differences were found between the perspectives of teachers and students regarding teaching prototypes and the degree of teacher centrality in the classroom. Importantly, both teachers and students positioned students as the main designers of learning activities in the VW environment. Implications The findings of this pioneer research provide insights regarding the teaching prototypes and the degree of teacher centrality in the VW learning environment that can help improve teaching processes and professional training courses in virtual 3D environments.

During the COVID-19 pandemic outbreak many countries around the world were forced to turn to Emergency Remote Teaching (ERT) and upscale the use of digital technologies for learning, teaching and assessment. The current study analysed field reports from 89 elementary and secondary Hebrew-speaking and Arabic-speaking information and communication technology schools in Israel, representing the cultural, ethnic, and religious diversity of the education system. The qualitative analysis of the collected data was based on three well established contemporary models of technology integration and Digital Competence of Educators (DigCompEdu): the International Society for Technology in Education, Technological Pedagogical Content Knowledge and DigCompEdu. The analysis (n = 872 statements) yielded aspects in the teachers' reports that correspond with the theoretical models, alongside aspects that extend these models to ERT and aspects that were missing from the reports. Finally, based on our findings and previous work we suggested a comprehensive framework for ERT that can be used to design teachers' professional development necessary for effective remote teaching in both emergency and routine times.