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Abstract The COVID‐19 pandemic caused an abrupt change in educational programs worldwide, including workforce development education in community colleges. Given the hands‐on requirements of these programs, considerations for changes included if and how instructors and students could maintain academic continuity during the pandemic. This article focuses on aviation maintenance technology schools (AMTS) as a case study to understand how programs that rely heavily on hands‐on learning responded to COVID‐19 significant disruption to education. The Federal Aviation Administration (FAA) must approve educational training for aviation maintenance careers, and the FAA requires specific hands‐on activities in the curriculum. Of the 182 AMTS in the United States, 143 are located within community colleges. We conducted 43 interviews with AMTS students, administrators, and instructors from 18 different community colleges. Following content analysis of the interviews, the authors identified six findings related to how these programs responded to the pandemic, with special attention to maintaining academic stability. The article advocates for integrating digital learning tools (DLT) to create resilient educational programs when disruptions occur. These tools allow for students to continue to asynchronously practice the procedures and familiarize themselves with the materials needed for projects, provide students immediate feedback on their learning, and save schools money on expensive resources when students require extra practice on certain skills and processes. The application of these tools is relevant beyond the pandemic, helping students in many scenarios succeed in the face of natural disasters, family obligations, and the need for extra learning resources. 

Advancements in computer technology have revolutionized extended reality (XR) experiences, including augmented reality (AR), virtual reality (VR), mixed reality (MR), and 360° photography and videography. These technologies have found widespread adoption in various educational contexts, from K-12 schools to universities. However, community and technical colleges in the United States have been slower to adopt these innovative instructional modalities. This study aims to investigate the factors influencing the adoption of XR technologies at 2-year institutions, guided by the consolidated framework for implementation research (CFIR). A qualitative research approach was applied by interviewing 13 educators from 2-year colleges to identify their perception and the challenges faced while implementing XR-enabled instruction. Limited availability of XR educational content, restricted development opportunities of XR content, limited integration of these technologies with existing learning management systems, resource constraints and training needs of educators are some of the factors that hinder implementation of these technologies at 2-year colleges.