VIRTUAL REALITY APPLIED TO SCHOOL EDUCATION

We applied with VIRION project in response to an urgent need to address the digital gap in education through accessible, immersive technology. Virtual reality is emerging as a key tool for engagement and learning, especially in STEM subjects, where dropout rates—particularly among girls—remain high. However, most schools lack the knowledge, guidance, and affordable resources to adopt it. We also observed a fragmented landscape: no centralized repository for VR educational content, no clear directory of suitable hardware/software, and no unified methodology for its classroom use. VIRION addresses these gaps through a dual approach: developing a practical, scalable VR methodology tailored to students aged 14–16, and creating an AI-based portal to support educators and policy makers. In doing so, we aim to improve motivation, learning outcomes, and digital readiness across Europe. We aim to equip schools with the tools and knowledge to embrace VR as part of future-ready learning.

The VIRION project aims to achieve two key objectives. Firstly, to test and validate an innovative educational methodology that applies virtual reality in secondary schools with students aged 14 to 16. This approach seeks to enhance learning outcomes, especially in STEM subjects, by leveraging immersive technologies that are highly engaging for students. Secondly, the project aims to develop a digital platform (dashboard) with AI (chatbot) capabilities to guide teachers, school managers, policymakers, and content creators in adopting VR effectively in education. Through this portal, users will be able to access VR content specifically created for this project, as well as methodological and technical guidance. These objectives respond to the need for inclusive digital transformation in education, combating early school leaving and low proficiency in basic skills. By focusing on accessible, scalable, and student-centered VR solutions, VIRION also encourages a pan-European approach to innovation in school education.

To implement VIRION, we structured our work into five work packages. First, we launched WP1 to ensure effective project management and coordination. In WP2, we carried out a comprehensive mapping of the use of virtual reality in school education across partner countries, aiming to understand current practices, define the classroom of the future, and study teachers' specific needs regarding VR technology for classroom implementation. WP3 involved the development of an educational portal with artificial intelligence functionalities and the creation of VR content tailored to students’ needs in STEM subjects. WP4 included specific teacher training in this technology, piloting sessions in selected schools in Spain, Bulgaria, Germany, and Finland, testing the content and methodology with students aged 14 to 16, and evaluating the data collected to draw concrete conclusions. Finally, WP5 focused on dissemination and sustainability of the project through social media, media presence, scientific publications, and public events targeting specific audiences.

The VIRION project generated several concrete results. First, a comprehensive mapping report on the use of virtual reality in school education across four European countries, identifying best practices, current challenges, and needs. Second, we developed and launched an interactive educational portal with artificial intelligence (chatbot), offering curated VR content, training resources, and guidance for teachers and educational stakeholders. Third, four VR learning applications focused on STEM subjects were produced and tested through pilot sessions in 12 schools with students aged 14 to 16. These tests provided both qualitative and quantitative data to validate and improve the methodology. Another key outcome was the White Book on VR-based pedagogical methodology, created based on feedback from the pilot studies and including the lesson plans designed by the participating teachers. Finally, strong connections were established between the participating schools, and the dissemination strategies successfully promoted the project's achievements among the selected target groups.