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 In this context partial simulation may be better rather than total immersion
 Teachers need to be trained on how to deal with adverse effects of VR, for example what if you trigger a panic attack by using a VR headset
 Need to take great care in selecting students for VR, many students would react adversely to the VR environment. Training for teachers on how to identify suitable students to engage in VR
and how to deal with unexpected reactions would be necessary.
 Some VR applications use avatars and these can often be gender stereotypes which may reinforce prejudice. This needs to be identified and avoided.

Italy1 (CO&SO):
 VET teachers / trainers agreed that innovative teaching methodologies based on the exploitation of ICT, in particular virtual reality in a pandemic era such as the one we are currently living,
can make up for all those didactic moments where the exhibition of the learning object is necessary in an experiential way.
 In addition, many teachers said that it is certainly a stimulating novelty which is useful in overcoming some of the "shortcomings" that distance learning causes in comparison to the face-to-
face setting: eye contact with the teacher / class group, being physically in a place, being able to maintain concentration without getting distracted, etc. Therefore, VR could overall provide
a support for distance learning, in particular, as some teachers also pointed out, to improve the transmission and development of transversal and interpersonal skills which are heavily
penalized by the use of technologies and, especially, by the lack of personal contact.
 With regards to WBL, VET teachers stated that VR can be very useful for making students participate in practical workshops, being able to simulate a VET profession, for example mechanic.
In this way, VR can help to simulate meaningful and laboratory learning contexts even when physical presence is not possible due to the social distancing imposed by health measures e.g.
the ones we currently face due to Covid-19 pandemic.
 Concerning students’ internships, virtual reality could help students to better "immerse themselves" in the role, experiencing certain tasks / skills in a more realistic environment. Thus, it
might be used to facilitate the experimentation of working practices and tasks in a "safe" environment, before letting the trainees experience practical work directly. It could equally be used
for relationship simulations with colleagues / customers / users before actually being placed in context. Thanks to this usage, learners with special needs may feel more confident and
prepared for their actual entry into the world of work or internship.
 Therefore, VR usage in learning has been considered beneficial by all VET teachers in order to experience a virtual work environment that poses problem situations to be solved or operational
situations to simulate.
 When they have been asked about best practices of VR Apps, VET teachers didn’t know what to answer and they didn’t remember the names of the Apps they have used at school. Again,
some of them mixed up VR apps with video conferencing tools such as Google Meet.
 To sum up, for VET teachers who participated to the focus group discussion virtual reality gives the possibility to live a different and formative experience without actually being present in
that place at that moment.
 When discussing about challenges VET teachers find in using VR apps for teaching / in WBL, the main difficulties / challenges which have been highlighted regard:
- the costs of the VR hardware (which are pretty high to be bought for a school);
- the lack of VR equipment and spaces to use VR at school;
- the digital knowledge and skills owned by teachers (not sufficient to use this kind of technology);
 the capacity of using VR in order to reach real and planned objectives.
 At last, it has been stated that it is essential to accelerate the digital transition / transformation of schools, create / enhance dedicated IT infrastructures, implement citizens' (including VET
teachers and students) e-skills, promote in-depth reflection on virtual reality, it’s usage and meaning.

Italy2 (REATTIVA):
 young people have based today the concept of VR mainly on the playful aspect, which is an important step in terms of VR literacy, but it is not sufficient for conveying didactical contents
and WBL in a classroom;

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