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which basic requirements, competences and skills must be given in order to successfully use VR-
supported teaching with this target group.

In general, the Focus Groups in all countries were implemented with great care and all questions

and possibilities were intensively discussed and debated. Regarding the basic situations, precon-
ditions and possible obstacles in the use of VR in WBL, especially with SEN students, the following
findings can be summarised:

• Broadband internet coverage seems to be slowly improving and no longer a problem in
many countries (RA1, RA2)

• ICT literacy of students or their motivation to test VR should not cause major problems

(RA10, RA11)
• The trainers' motivation to use VR in teaching is also mostly assessed as neutral to posi-

tive (RA7)
• One obstacle is that most VET institutions have neither VR hardware nor apps (only in ES

is the situation much better, partly also in IE and AT) (RA3, RA4)
• The situation becomes more difficult when considering the low level of awareness of

managers and trainers regarding VR and its use in teaching (with small exceptions in ES,
IE and PL) (RA5, RA6)

• The most difficult challenge seems to be the low ICT literacy of the trainers as well as the
lacking of pedagogical knowledge and skills for the use of VR in the classroom (with small

exceptions in AT, IE and ES) (RA8, RA9)
• A positive thing is that the results once again justify the necessity of the project and also

its pedagogical approach!
• The accessibility to broadband internet, the ICT literacy of the students and the motiva-

tion of all work also for our project
• The purchase of hardware and software as well as awareness raising (probably in reverse

order) at VET managers and trainers is a major problem … however, it might be overcome
when one has good arguments and can clearly identify advantages for all parties involved

• Unfortunately, the biggest obstacle - ICT literacy and pedagogical training for trainers - is
likely to take the longest and cost the most

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