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The situation is quite different when we talk about the equipment with VR hardware (RA3) and
apps (RA4). Here, almost all partners report that the equipment with both hardware and software

in the training organisations is insufficient or completely inadequate. The only exception is the
situation in IE and especially in ES; in these countries the training institutions are moderately to

very well equipped with VR hardware and software. This means that in IE and ES (at least in the

Basque Country) investments in this area seem to have been made sufficiently, while in all other
countries there are still costs to be borne by the training institutions. This also means that per-
suasion is still needed to justify these investments.

Although the situation with VR hardware and software does not look particularly good, this can
still be changed relatively directly and in the short term - with the appropriate investments. It

seems to be much more difficult to raise the awareness of all those involved and their basic

knowledge about VR and its possible applications (RA5, RA6). A lot of promotion and campaigning
work will be necessary here; on the one hand, with regard to the basic existence and possible

uses of VR, and on the other hand, with regard to the various benefits and also the return on
investment on different levels.

Probably the biggest, longest and most expensive task will be the comprehensive theoretical,
content-related and operational training of the trainers regarding the use IT in general and of VR

in particular in teaching (RA8, RA9). This is where the fact that digitalisation has long been ne-
glected in many areas of public and private life in Europe, and the use of IT in such important

areas as formal and informal learning has been seen as a voluntary task for teachers, takes its toll.
In particular, IT education and training for older teachers has been tackled only half-heartedly, if

at all. There can be no greater irony than that the education sector, of all sectors, which preaches
lifelong learning to all others, has so far failed so miserably in this area. However, the Focus

Groups from all countries report that the corona lock-down experiences, in which the IT deficits
at all levels of education were clearly evident, shocked them themselves and increased their will-

ingness to become more active and open in this regard. This may also explain why the trainers'
interest and motivation to participate in the VETREALITY project is relatively high. (RA7)

On the positive side, the study showed that the Focus Groups rated both the IT literacy of the SEN
students and their motivation to be offered VR-based lessons as rather positive, at least higher as

for the trainers (RA10, RA11). On the one hand, this interest in IT naturally suits a younger target
group and can positively influence the use of VR-supported teaching. On the other hand, one must

understand that not all SEN students are the same. Since the project group has agreed to work
primarily with people with intellectual disabilities, it is necessary to define very precisely in advance

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