The body beyond the screen: motor-expressive activities and online learning

The implementation of teaching practices within immersive environments is producing a significant paradigmatic shift in pedagogy, redefining the relationship with oneself and with others. The emergence of the digital Self requires new forms of community and a reconceptualization of identity as situated, conscious, and ecologically grounded presence. In this context, it becomes essential to identify pedagogical strategies capable of fostering critical and reflective engagement with immersive technologies, preserving expressive and relational corporeality, and avoiding the reduction of embodied experience to the mere digital Self. This study proposes a training program for secondary school teachers, with implications for university-based initial teacher education, based on the integration of theoretical components and motor-expressive activities. The aim is to foster situated presence, affective engagement, and empathic communication in digital educational environments, promoting an “on-life” professional identity that integrates physical and virtual dimensions. The training unfolds in three phases: exploratory, immersive, and reflective, focused on developing motor awareness, transposition into AR/MR environments, and pedagogical elaboration of the experience. The complexity of digital learning requires strategies integrating sensory, bodily, and cognitive dimensions, fostering motivated and active participation. This work delineates an innovative approach replicable in university curricula, combining pedagogical experimentation with embodied reflection, and encouraging future experimental research on immersive environments in teacher education.