TeachLivE/Mursion mixed-reality simulations (MRS) are the most popular mixed-reality simulation platforms used in teacher training (Ireland, 2021). Researchers with the prominent teacher certification company Educational Testing Services are even automating these simulations using AI to evaluate teacher performance (Ilagan et al., 2024). While these MRS+AI simulation assessments follow the trend of practice-based teacher education, many unanswered privacy/equity questions first need addressing. This dissertation first examines design approaches to TeachLivE and Mursion MRS found in the literature to compile design recommendations for MRS teacher training with special consideration to equity and criticality. Secondly, this dissertation examines two applied participatory design contexts, both informed by equityXdesign (Guzman-Ortiz, 2017) and technoskepticism (Heath & Moore, 2024). Findings from this design-based research will be used to fill the current gaps in guidance to inform future MRS research, technology development, automation, and assessment.