<< Background >>We applied for the IMMER-CV project to address a critical gap identified in the Cultural and Creative Sectors (CCS) regarding the effective adoption and management of immersive technologies. While immersive tools increasingly shape cultural engagement in museums and performing arts, existing training is often too technical, not oriented to cultural managers (most are addressed to visual artists), and only accessible at postgraduate level. In Spain and Greece, as immersive production is still emerging, smaller cultural organisations often lack dedicated staff. Moreover, collaboration between cultural managers and developers remains scarce, hindering the adoption of immersive tools in cultural organisations, evidencing the need for interdisciplinary profiles able to bridge both worlds. The project emerged from the recognition that there is no structured VET pathway that adequately integrates creative, technological, and managerial competences needed to manage immersive experiences in CCS. IMMER-CV was designed to address these challenges by identifying skills needs and translating good practices into a flexible curriculum for educators, practitioners, and early-career professionals.<< Objectives >>The IMMER-CV project aimed to develop a customised vocational training curriculum for immersive technology management in the cultural and creative sectors (CCS). The general objective was to support CCS professionals, trainers and students in understanding and preparing for the increasing adoption of immersive technologies in cultural production and experience.Four specific objectives guided the project: (1) Collecting exemplary practices of successful immersive technology applications in heritage and performing arts sectors to establish an evidence-based foundation; (2) Identifying underlying professions, competencies and skills required for immersive production by mapping critical roles and capabilities involved in the process; (3) Drafting a comprehensive vocational training curriculum for immersive technology management, validated by trainers and practitioners from CCS organisations; and (4) Raising general awareness and strengthening capabilities for utilizing immersive technologies in CCS and beyond through targeted communication strategies. These objectives were designed to address the skills gap preventing effective adoption of immersive technologies and create structured learning pathways for the sector.<< Implementation >>he implementation of IMMER-CV was structured around five core activities focused on content development, supported by two transversal activities dedicated to communication and project coordination. The process began with the collection of 30 good practices of immersive technology use in CCS, with a particular focus on heritage and performing arts (Activity 1). This was followed by the identification of key roles and competencies based on expert interviews, resulting in a skills & competences framework useful for career planning (Activity 2). These insights served as inspiration for the design and implementation of two co-creation workshops held in Athens and Valencia (Activity 3), which gathered input from professionals, students, and educators to co-develop the structure and content of the curriculum. Based on these outcomes, a modular vocational training curriculum was created (Activity 4) and subsequently validated through a consultation process with stakeholders from different backgrounds (Activity 5). These core activities were complemented by ongoing communication and dissemination efforts (Activity 6), as well as coordination, risk management and internal quality monitoring throughout the project lifecycle (Activity 7).<< Results >>The IMMER-CV project produced a set of outputs designed to support the adoption of immersive technologies in the cultural and creative sectors. Key results include a mapping of exemplary practices (D1.1) documenting 30 relevant case studies from heritage and performing arts sectors, identifying transferable lessons and implementation challenges. The project developed a competency framework (D2.1) outlining 20 essential skills grouped into four domains and defining key professional profiles involved in immersive production, also presented in visual format. Co-creation methodology and stakeholder insights (D3.1–D3.3) captured feedback from 21 educators, professionals, and students across Greece and Spain, directly informing curriculum development. The central output is a modular vocational training curriculum (D4.1) structured into six core modules, designed for flexibility across formal and non-formal training contexts, which was refined based on feedback from stakeholders (D5.1), confirming the curriculum's relevance, clarity, and practical applicability. All outputs are openly accessible for reuse by education and cultural institutions, and general public as well.