How can XR be integrated into the transformation processes shaping the future of music education? In particular, the rapid expansion of music-related applications in virtual reality (VR) environments has led to a diversity of learning content. The project LEVIKO-XR (funded by the EU and supported by the German Ministry of Education, Family Affairs, Senior Citizens, Women and Youth) therefore develops specific learning-designs using a Design-Based Research (DBR) approach (McKenney & Reeves, 2018), aiming to optimize both theoretical understanding and practical implementation.The three designs presented in this poster demonstrate didactic outcomes gained through iterative cycles of development and testing, drawn from case studies at German schools and a series of training sessions with cooperation partners. The first design, ‘VR Rhythm Games in Music Lessons’ (1), illustrates how individual perception and awareness of rhythm and meter can be enhanced through the integration of VR rhythm games like Beat Saber and Moon Rider. The didactic insights emphasize aesthetic perception, self-efficacy, the experience of competence and motivation from both teachers' and learners' perspectives in the context of contemporary, post-digital teaching-and-learning settings (Eller & Siedenburg, 2024, Treß, 2025). For ‘Collaborative Musicmaking and Producing in VR’ (2) a virtual musical environment was developed in the application Patch World to collaboratively improvise, invent and produce music to video as avatars in virtual reality (Ahner et al., 2025). The potentials and competence-oriented implementation of this learning-design for teacher education is shown using the SEPACK.digital model (Frederking, 2022). Virtual performances of professional music artists perceived in mixed reality are the subject of ‘Music Performances in the Mixed-Reality-Classroom’ (3). The learning strategies developed in this design are classified in alignment with historical and contemporary learning theories (Höfer, 2024). We connected the design results to developed criteria related to social presence and flow (Bruns et al., 2024) and further key metrics such as learning satisfaction and engagement levels (Laugwitz et al., 2008, Stoyanov et al., 2015, Venkatesh & Bala, 2008).The poster presents research results of the project in different areas of focus: - the didactic potential, exemplified through competence-orientated learning outcomes (European Comission, 2018; Frederking, 2022)- the enthusiasm and critical perspectives of participating teachers and other actors, based on an independent study (Bosch-Sanfélix et al., 2025).- the summative evaluation results of the project (Richter & Richter, 2023) along with conclusions on the transformation process of digitally related learning design and teacher education in music pedagogy.