Shared Virtual Reality as a tool for enhancing inclusive practice in initial teacher education

Abstract

Virtual Reality (VR) is gaining recognition as a valuable tool in initial teacher education (ITE), particularly for supporting classroom practices. This study explores how synchronous, shared VR experiences, using 360-degree video of real classrooms, may help pre-service teachers identify, evaluate, and plan for inclusivity. Master of Teaching students engaged in pre- and post-surveys, combining Likert-scale and open-text responses, to assess the impact of VR-enhanced learning. Results suggest that VR can effectively complement traditional placements by offering access to diverse teaching styles and classroom dynamics that are not always observable in live settings. The ability to revisit and collaboratively analyse key teaching moments supports deeper professional reflection. Positioned within a reflective, scaffolded framework, VR offers a practical extension to real-world experiences, enhancing teacher preparation for inclusive education. This study contributes to growing research on the role of immersive technologies in teacher training and highlights VR’s potential to support more equitable and student-centred learning environments.