International Journal of
Information and Education Technology

Abstract

Despite growing interest in Virtual Reality (VR) in education, little research has examined how teachers’ professional profiles influence its adoption for supporting struggling learners in Life and Earth Sciences (L&E). The objective of this study is to analyze the viewpoints, perceived benefits, and challenges associated with incorporating VR as an educational instrument in L&E instruction, with a specific focus on its potential for supporting struggling learners. A quantitative cross-sectional survey was administered to 82 secondary school teachers using a validated structured questionnaire assessing digital competencies, professional seniority, work environment, VR familiarity, and perceived pedagogical value. Data were analyzed using descriptive statistics and chi-square tests of independence, with Cramér’s V reported as effect size. Results show that most teachers recognize the pedagogical potential of VR-particularly for simplifying abstract scientific concepts and enhancing engagement among struggling students-yet actual implementation remains limited. Significant associations were found between teachers’ VR perceptions and seniority (χ² = 45.344, df = 6, p < 0.001, V = 0.74), digital skills (χ² = 39.291, df = 4, p < 0.001, V = 0.69), and work environment (χ² = 18.768, df = 2, p < 0.001, V = 0.48). These findings highlight several persistent challenges hindering the integration of VR in science education, including inadequate technological infrastructure, limited access to appropriate digital tools, and insufficient development of teachers’ digital competencies. These constraints continue to restrict the effective and equitable use of VR in classroom practice, particularly in inclusive educational contexts.