{"id":5142,"date":"2026-07-28T10:23:23","date_gmt":"2026-07-28T10:23:23","guid":{"rendered":"https:\/\/virtualreality4empathy.eu\/2026\/07\/28\/vr4empathy-round-tables-gather-valuable-insights-in-greece\/"},"modified":"2026-07-28T10:25:38","modified_gmt":"2026-07-28T10:25:38","slug":"vr4empathy-round-tables-gather-valuable-insights-in-greece","status":"publish","type":"post","link":"https:\/\/virtualreality4empathy.eu\/el\/2026\/07\/28\/vr4empathy-round-tables-gather-valuable-insights-in-greece\/","title":{"rendered":"VR4Empathy round tables gather valuable insights in Greece!"},"content":{"rendered":"\n

Between 6 and 12 May 2026<\/strong>, the VR4Empathy<\/strong> project organised four online National Round Tables in Greece<\/strong>, bringing together 20 teachers and 33 students from eight secondary schools<\/mark><\/strong>. Coordinated by the University of the Peloponnese (UoP)<\/mark><\/strong> and the Institute of Educational Policy (IEP)<\/mark><\/strong>, the sessions provided a valuable opportunity to reflect on the pilot implementation of VR-based learning activities and gather feedback to support the continuous improvement of the project’s Quality Assurance Framework (QAF)<\/strong>.<\/p>\n\n\n\n

The online format enabled schools from Athens and Corinth to exchange experiences, compare classroom practices and discuss how immersive technologies can be effectively integrated into teaching and learning.<\/p>\n\n\n\n

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🎓 High engagement through immersive learning<\/strong><\/h4>\n\n\n\n

Teachers highlighted the positive impact of virtual reality on student engagement, describing it as a powerful experiential learning tool that promotes active participation and meaningful learning. At the same time, they emphasised that VR delivers the greatest educational value when embedded within a structured learning sequence that includes preparation, teacher guidance, collaborative discussion and reflection.<\/p>\n\n\n\n

Students also responded positively, describing the VR activities as interactive, immersive and engaging<\/strong>. <\/mark>Many reported that the combination of the immersive experience and the follow-up discussions helped them better understand different perspectives and develop cognitive empathy.<\/p>\n\n\n\n

💙 Supporting inclusive and learner-centred experiences<\/strong><\/h4>\n\n\n\n

Discussions also reinforced the importance of ensuring that VR activities are accessible and comfortable for all learners. Teachers recommended keeping VR sessions relatively short, scheduling regular breaks and allowing students to opt out whenever they felt uncomfortable. Alternative ways of accessing the learning content, such as viewing the videos on standard screens, proved effective in supporting students who preferred not to use the headsets.<\/p>\n\n\n\n

📋 Positive feedback on the Quality Assurance Framework<\/strong><\/h4>\n\n\n\n

Participants recognised the Quality Assurance Framework as a valuable resource for supporting the pedagogical, organisational and ethical implementation of VR in schools<\/mark><\/strong>. Although many teachers had limited time to explore the framework in detail, they considered it comprehensive and relevant for guiding future classroom practice.<\/p>\n\n\n\n

⚙️ Contributions to the Quality Assurance Framework<\/strong><\/h4>\n\n\n\n

The round tables generated a range of practical recommendations that will contribute to the continuous refinement of the QAF and support future implementations of VR-based learning.<\/p>\n\n\n\n

Teachers highlighted the importance of:<\/p>\n\n\n\n