Within the framework of the e-DIPLOMA project (code: 101061424), investigating ethical perceptions associated with the use of extended reality (XR) in educational settings was a key research activity. To assess these perceptions, two complementary questionnaires were jointly designed by the leaders of Work Package 2 (focused on educational innovation) and Work Package 7 (dedicated to ethical considerations). These questionnaires were completed by more than 250 participants who took part in pilot activities testing the three XR prototypes developed by the project. The three prototypes incorporated diverse pedagogical approaches and addressed topics such as block programming, Virtual Reality features and social entrepreneurship. They were implemented in five countries (Spain, Italy, Cyprus, Estonia, and Hungary), ensuring a culturally heterogeneous sample. Furthermore, participants represented diverse user profiles, including students, teachers, developers, and social entrepreneurs.

This study presents a descriptive analysis of participants' ethical perceptions, based on data collected through those pre- and post-questionnaires. The analysis aimed to understand how people anticipate and subsequently experience key ethical dimensions in XR-based educational environments, such as participation, autonomy, trust, accessibility, fairness, and emotional response.

Comparative analysis between pre- and post-intervention responses revealed that while most ethical perceptions remained constant, slight declines were observed across several dimensions. The most pronounced decline occurred in the perceived accessibility of XR environments, suggesting that users encountered more challenges than initially anticipated. In contrast, expectations of trust and safety were generally met. Slight declines were also observed in autonomy and emotional experience.

Variations in responses were observed across both participant profiles and the specific XR prototypes used. Students, for example, showed lower expectations and satisfaction regarding autonomy and accessibility, while participants from business backgrounds reported more optimistic perceptions across all dimensions.

In summary, the findings indicate that users engage with XR-based learning environments with high ethical expectations and tend to conceptualize these ethical dimensions as interrelated. While XR tools largely meet these expectations, the results emphasize the need to improve accessibility, learner autonomy, and inclusion. These insights highlight the importance of designing ethically aligned XR educational experiences that are adaptable, equitable, and emotionally supportive for diverse user groups and pedagogical contexts.

Keywords: Extended Reality, Educational Technology, Ethical Perceptions, Pilot Activities, User-Centered Design.