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 in VET education VR apps and content should be selected in a way to allow students to experience WBL in the classroom and avoid VR experiences that could cause confusion and negative
emotions, especially in the case of learners with SEN;
 with VR applied to WBL learners can be inspired to discover for themselves and may have the opportunity to learn by doing in a virtual environment rather than passively learning in a
traditional classroom;
 through VR applied to WBL students can visualize the things they are learning about in VET education in a simulated way and be able to see complex functions or mechanisms that makes
things easier to be understood and learnt;
 to apply VR in WBL in a profitable way, teachers need to understand the pedagogical orientations of the selected VR apps in a way to optimize the student-centered learning in the virtual
learning environment;
 VR could work particularly well, for example, in the automobile industry, in the retail or tourism and catering industries as well as in the agriculture or food sectors. In general, VR applied to
WBL should work quite well when VR content relies heavily on real-world models.

Poland:
 Focus Group participants see great potential of using VR in simulations of different job positions
 Participants also see a better opportunity to prepare students for internships through VR simulations (WBL) that mirror the work environment
 Participants felt that it would be an interesting option to use VR when teaching students also in more general subjects (like biology, physics)
 Among the problems and challenges they see with the use of such VR glasses are primarily the cost to the school of purchasing a large number of kits
 Very tight teaching programme (in fact, teachers of formal teaching said that there would have to be a change at administrative level to include the use of VR in the curriculum)
 They believe that many teachers will not be willing to introduce such solutions in the classroom
 In general, the participants stated that VR has a lot of advantages and they associate it with the future of education especially (in the aforementioned) simulation of professional work
preparing for work
 Participants, felt that VR could support the understanding of many experiments (impossible to perform in the classroom)
 Participants see VR as the future for learning (in work) how to operate dangerous devices (as a first stage of learning)

Spain:
To simulate job context situations in class. To be in touch with our future users in social and medical areas (people in dependent situations, patients and we have to do role-playing performances but
in the class environment. It would be a good way to place the students in a “real” context)

 For the mental health: to treat different phobias, the control and identification of emotions, for example
 To train behavioural problems
 To promote the diversity
 Help students with special needs to choose where they want to work in the future or where they want to do internships
 To develop transversal competences
 It could be use with communication or relationship difficulties (autism); Mobility difficulties: to place this person in a space where is difficult to be in the reality; With learning difficulties:
maybe to learn in a visual way could be easier for this kind of people
 To improve mental health problems in adolescents, as a prevention and as an intervention. For example, to improve conflict resolution, we could use real situations where participants must
decide how to act. Another example would be to improve different phobias, emotional control…
 Risk prevention: alcohol and other substance abuse, healthy hygiene habits…
 Work inclusive language

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