I 
118TH CONGRESS 
1ST SESSION H. R. 3211 
To direct the Secretary of Labor to carry out a competitive grant program 
to support community colleges and career and technical education centers 
in developing immersive technology education and training programs for 
workforce development, and for other purposes. 
IN THE HOUSE OF REPRESENTATIVES 
MAY 11, 2023 
Ms. BLUNT ROCHESTER (for herself, Mr. WALBERG, Mr. SOTO, and Mr. 
GARBARINO) introduced the following bill; which was referred to the Com-
mittee on Education and the Workforce 
A BILL 
To direct the Secretary of Labor to carry out a competitive 
grant program to support community colleges and career 
and technical education centers in developing immersive 
technology education and training programs for work-
force development, and for other purposes. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Immersive Technology 
for the American Workforce Act of 2023’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
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(1) Rural communities have unique workforce 
considerations and challenges. 
(2) Almost 25 percent of Americans live in 
rural communities, and while urban areas have expe-
rienced job and population growth, rural commu-
nities face static or declining populations and job de-
cline. 
(3) Rural communities were hit harder and re-
covered more slowly than urban centers during the 
2007–2008 recession and have experienced more 
economic depression and decline in college enroll-
ment due to the COVID–19 pandemic. 
(4) Rural communities historically have lower 
rates of postsecondary education, which is a barrier 
to traditional employment in industries like agri-
culture and manufacturing. 
(5) The World Economic Forum’s Future of 
Jobs report estimates that by 2025 over half of all 
employees will require ‘‘significant’’ reskilling cre-
ating a significant demand for workforce develop-
ment and training programs. 
(6) Immersive technologies are proving effective 
in helping rural communities tackle these challenges. 
(7) Technologically mediated training can in-
clude extended reality (XR) tools (such as aug-
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mented reality, virtual reality, mixed reality, and 
high-tech simulations), which are increasingly valued 
as resources to train workers in industries ranging 
from manufacturing to health care, agriculture to 
construction, and clean energy to public safety. 
(8) Use of immersive technology permits on-site 
training and continued education, promotes effi-
ciency, aids recruiting as well as retention, improves 
communication and collaboration, and increases 
safety. 
(9) Immersive technologies allow workers to 
train directly under the supervision and tutelage of 
more experienced experts who are located outside of 
the local community. 
(10) These technologies help workers remain 
well equipped for the demands of the modern econ-
omy. As the need for reskilling increases, so will the 
need for technologies which support American work-
ers rather than replace them. 
(11) Building in accessibility features in 
immersive technology for usability by individuals 
with disabilities, including disabled veterans, allows 
inclusive immersive technology to benefit more work-
ers. 
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(12) Community colleges, area career and tech-
nical education centers, and other training providers 
are uniquely positioned to support rural communities 
in skills development and workforce training. 
(13) People without a postsecondary credential 
are 4 times more likely to have a job that can be 
lost to automation than those who have one, increas-
ing their need to learn new skills in order to remain 
competitive and employable. 
(14) Community colleges provide education at a 
lower cost, with most graduates incurring no student 
debt. 
(15) In addition to providing lower cost work-
force development training and skills education ap-
plicable across a range of roles and occupations, 
community colleges serve as large regional employers 
and critical community hubs. 
(16) Offering grants to community colleges and 
area career and technical education centers in rural 
areas to develop and provide immersive technology 
training programs will help rural communities or 
significantly serve rural areas in the short term and 
position them for success in the longer term. 
(17) Despite their proven value, community col-
leges and area career and technical education 
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schools bear significant funding limitations and 
shortages. 
(18) Providing immersive technology training 
programs through community colleges can help rural 
communities retain local talent, whether by pro-
viding qualification for new local jobs or for remote 
employment 
opportunities 
with 
companies 
headquartered in urban centers that are struggling 
to fill jobs. 
(19) Ensuring the accessibility of immersive 
technology training tools can expand opportunities 
for people with disabilities to learn and work from 
wherever they reside. Given that some people with 
disabilities choose remote options to meet their ac-
cess needs, it is critical to make immersive tech-
nology training tools accessible to everyone. 
(20) Immersive technology training partnership 
with community colleges and area career and tech-
nical education schools also complements recent 
Federal funding for broadband connection and phys-
ical infrastructure, the two other biggest hurdles fac-
ing rural students and workers seeking reskilling or 
upskilling. 
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SEC. 3. GRANTS FOR IMMERSIVE TECHNOLOGY AND EDU-
CATION WORKFORCE TRAINING PROGRAMS 
AND CAREER PATHWAYS. 
(a) IN GENERAL.—Not later than one year after the 
date of enactment of this section, from the amounts appro-
priated to carry out this section, the Secretary of Labor 
shall award grants, on a competitive basis, to eligible enti-
ties to carry out immersive technology education and 
workforce training programs or career pathways that use 
immersive technology. 
(b) USE OF FUNDS.—An eligible entity receiving a 
grant under this section shall use such grant for at least 
one of the following: 
(1) To develop and implement or improve an 
immersive technology education and workforce train-
ing program, or a related policy, program, or other 
activity that uses immersive technology that— 
(A) facilitates the transfer of academic 
credits (including for courses in the same field 
or program of study) between covered commu-
nity colleges and other institutions of higher 
education, including other covered community 
colleges; and 
(B) develops or enhances supportive serv-
ices for students enrolled in such a program or 
activity. 
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