The training of the crisis management and emergency services in HE and VET is one of the critical success factors that must be addressed if an adequate prevention and response to be achieved. The development of the studying programme involves all levels of management and establishing preparedness is only part of the overall process. To ensure an adequate standard of teaching, an immersive training of students is required. As part of this process, simulation exercises should be carried out to test the competency of those likely to be involved in accident response. For these purposes HE and VET are using different kind of tools to transfer the knowledge and decision-making. More recently, lives and education have further shifted as our world has become more digital (Reedy, A. 2021). The COVID-19 pandemic hastened applications of digital teaching and learning (Houlden, S.  2019). Therefore, educational institutions need to consider strategies to sustain learning and teaching even during challenging times. Teachers say, “We need to learn to do this better.” Educational organizations have learned from recent times one valuable lesson: We have to move beyond webinars and toward true training experiences (Immersive Reality: Unleash Augmented, Virtual, and Mixed Reality 2023). No matter the delivery medium, in this article we know that learning is accomplished by ensuring content is relevant, applicable, and timely. A design approach that really works to accomplish these basics of students´ learning theory is virtual scenario-based training (VSBT), VR and AR which is not commonly used in HEIs and VETs. Trainers/lecturers create experiences (scenarios) in which learners can solve problems and interact with provided situations to learn new skills. In this article we are going to present results of the project FightARs dealing with the mixed reality and its implementation into the training and educational process.