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 VETREALITY should provide knowledge on how to implement VR in the classroom along with a methodology for use and information on how to use it in a healthy way
 VETREALITY should ensure that it responds to teachers' concerns
 VETREALITY should prepare a list of VR applications that can be used by teachers
 Teachers need to understand how VR works, where to find applications / games and how to use it in the classroom (for specific subject)
 Among the suggestions for the work of the VETREALITY project team, the teachers noted that the language of the produced results should be as simple as possible and adapted to teachers
without knowledge of technical terminology and IT

Spain:
 In their opinion the most important skills that we could trail with RV are: Communication skills, relationship skills, autonomy, decision making. We also must make efforts to use VR to
strengthen self-esteem, wellness and inclusion.
 The main challenges are: low knowledge of teachers, resistance of some teachers towards technology, need of information, need of training and lack of time to do it.
 From their point of view the most important thing is to sensitize teachers to the importance of implementing new technologies in teaching and to the importance of adapting the methodology
to all the needs of our students. We should know that all the students are different and that our education must answer to the diversity.

What policy makers and experts say

Austria:
 First of all, a comprehensive awareness would have to be created in order to anchor VR as a widely recognised learning method in the Austrian educational landscape. A lot of information
and persuasion work has to be done, because VR - with a few exceptions - is not yet very well known in the fields of pedagogy, especially when working with SEN students and/or WBL.
 On the other hand, it has to be said that there is quite a lot of dynamism in this area in Austria in the field of digital learning; here, the Corona shock was also rather useful because, on the
one hand, everyone saw that digital communication/learning is not that difficult and that in Austria - compared to other countries - there is quite a need to catch up. Therefore, on the one
hand there is great awareness and on the other hand there is also money and broad motivation.
 The most important thing is to get the teachers on board; political will and resources and money and broadband internet are actually sufficiently available, but the key figure is the teachers!
They have to be motivated and the sense of this method has to be explained to them. Teachers must feel confident and empowered enough with the use of VR before implementing it in
class.
 Despite their importance in such innovative processes, teachers alone should not be left to decide whether or not to bring VR into the pedagogy; in part, one simply has to build up appropriate
"pressure" so that the process is also controlled from the outside. Therefore, they must also create the legal framework for education so that this can happen more quickly.
 Many framework conditions that need to be met have already been mentioned: Investments in hardware and software, training concepts for teachers, in all likelihood also major investments
in the staffing ratio at schools, especially in the training of SEN students and WBL, etc. This is certainly all true, but what is perhaps still missing are relevant studies on the extent to which
VR learning is useful in general and in particular when working with SEN students and in WBL, how this technology needs to be used and also where the limits are. Many of the policymakers
are concerned that VR is overrated in pedagogy in general.

France:
Prerequisites for using VR:
Promotion of VR:
 Raise awareness among teachers and students about what VR is, as it is too often associated with games and not with pedagogy / education. Show the fun aspect of VR as an asset to learning,
especially about topics / issues that might seem the most difficult to grasp.

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