How can virtual reality create meaningful, inclusive and safe learning experience?
Two VR4Empathy workshops in Greece brought education stakeholders together to explore the answers.
On 3 and 13 June 2026, the University of Poloponnese and the Institute of Educational Policy organised two national thematic and networking workshops entitled “Creative use of Virtual Reality in Education”. The events brought together 187 participants from 189 organisations, including schools, universities, public authorities, EdTech organisations and teacher-training providers. Through expert presentations, interactive activities and collaborative discussions, participants explored how virtual reality can move beyond technological novelty and become a valuable, accessible and sustainable educational tool.
🎓When does VR really add value to learning?
The first workshop, held online on 3 June, focused on pedagogical, inclusive and safety-related dimensions of educational VR. Participants discussed how immersive experiences can be connected to clear learning objectives and integrated into well-structured teaching scenarios.
A key message emerged from the discussion: technology should support pedagogy – not replace it. Rather than using VR simply because it is innovative, educators should consider where it can genuinely improve understanding, engagement, empathy and participation.
⏱️Making VR work within the school timetable
The second workshop took place on 13 June in a blended format, combining and in-person in Corinth, with online participation. This session addressed one of the most practical questions for educators: How can VR fit into a standard 45 or 90 minute lesson? Participants proposed several practical approaches:
- Short immersive activities lasting approximately 5-15 minutes;
- Rotation systems and learning stations;
- Groups of three to five learners;
- Clearly defined roles of each student;
- Parallel worksheets and screen-based activities;
- Time for reflection before and after the VR experience
These solutions can help schools to use a limited number of headsets while ensuring that all students remain actively involved.
🧩Immersive learning for everyone
Inclusion was a central topic throughout both workshops. Participants highlighted the importance of providing meaningful alternatives for learners who are unable or prefer not to use a headset due to medical, sensory or comfort-related reasons. Suggested measures included:
- Pair and group work;
- Peer support;
- Screen-based 2D projection;
- Alternative learner roles;
- Differentiated activities;
- Subtitles and language support;
- Equal participation in follow-up discussions.
The participants stressed that students who do not use a headset should still be fully involved in the learning experience – not treated as passive observers.
🛡️Creating safe and comfortable VR experiences
Clear instructions before use and the possibility of immediately and safety leaving an immersive experience were identified as key priorities. Participants also recommended:
- Keeping VR sessions short and including regular breaks;
- Monitoring dizziness, discomfort and cybersickness;
- Carefully handling sensitive or emotionally challenging content;
- Cleaning and sanitising equipment;
- Conducting technical checks before activities;
- Protecting learners´ privacy and personal data
These recommendations aim to help teachers create immersive learning experiences that are not only engaging, but also physically and psychological safe.
🥽Who should manage the equipment?
The discussions also explored how schools can access and maintain VR hardware in the long term. Instead of requiring every school to purchase a complete set of devices, participants considered alternatives such as:
- Central public funding;
- Regional VR hardware hubs;
- Equipment-lending libraries;
- Shared resources between schools.
A sustainable model would require secure storage, cleaning procedures, insurance, maintenance, software updates, technical support and a system for recording equipment use and repairs.
Participants also highlighted the need for fair and cost-conscious implementation so that access to immersive learning does not depend on the financial resources of individual schools.
✅The Quality Assurance Framework (QAF) as a practical guide
The workshops also provided an opportunity to discuss the VR4Empathy Quality Assurance Framework (QAF).
Participants broadly recognised the QAF as a relevant and comprehensive resource for supporting the ethical and pedagogically sound use of virtual reality in education. Its guidance on pedagogical relevance, inclusion, safety, technical reliability, privacy and data protection was considered suitable for helping schools and educators evaluate VR and other EdTech resources.
Participants suggested that a short, practical checklist based on the existing framework could make it even easier to apply in everyday classroom settings.
🫱🏼🫲🏼Building a community around immersive education
Each event concluded with a synthesis of participants’ recommendations and an invitation to join the XR4Education/EdTech Network.
By connecting teachers, researchers, universities, public authorities, teacher-training organisations and EdTech representatives, the workshops supported the exchange of knowledge and the development of new collaborations.
The discussions demonstrated that the future of educational VR depends not only on innovative technology, but also on strong pedagogy, inclusive design, effective teacher support and sustainable cooperation.
Together, these elements can help transform virtual reality into a meaningful learning opportunity for every student. 🌍✨
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