Introduction Digital technologies are reshaping how health professionals are trained, and extended reality (XR) has gained attention as a tool for skills development in dental education. Yet, successful integration depends largely on educators’ perceptions, readiness, and working conditions. This study aimed to explore dental educators’ views of the educational value of XR, what barriers they experience, and how familiarity with immersive technologies relates to their use in teaching.

Materials and Methods A cross-sectional, web-based survey was conducted among dental educators. The questionnaire included items on demographics, familiarity and frequency of XR use, and perceptions of educational value, barriers, and curricular integration. Descriptive statistics were calculated, and Spearman correlation analyses were performed to explore associations between familiarity, use, and perceived benefits of XR.

Results Respondents reported positive attitudes toward XR, particularly for improving students’ understanding of complex anatomy (mean = 6.02/7), skill development (5.68/7), and confidence and preparedness for clinical practice (5.08-5.20/7). XR was mainly viewed as a complement to traditional teaching rather than a replacement (mean = 3.77/7). Strong correlations were observed between perceived improvements in confidence, skills, and clinical readiness (r = 0.71 - 0.89, P < 0.0001). High costs, limited technical support, and time constraints were the most prominent barriers to usage.

Conclusion Overall, dental educators appear open to XR but constrained by structural and organizational factors rather than a lack of interest. Faculty development, hands-on training opportunities, and institutional support may therefore be essential to translating positive perceptions into meaningful and sustained integration of immersive technologies in dental curricula.

The authors have declared no competing interest.

Bruna N. de Freitas is supported by Aarhus Institute of Advanced Studies and Aarhus University Research Foundation.

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Aarhus University Research Ethics Committee (Approval 2025-012).

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