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Another quality indicator in such surveys is to ask those people who have sufficient experience
and expertise in the area under investigation and who are willing to share it in as unbiased and

neutral a way as possible (which is usually more difficult than it reads). Since we are primarily
interested in what experience VET providers have with immersive technologies in general and

their use in teaching in particular, we have selected three main target groups in each partner

country: (a) 10 VET teachers and trainers (those educators who directly deliver the lessons and
work with the students); (b) 5 stakeholders (such as school administrators and school boards,
professional associations, school associations, parents' associations, education policy makers, so-

cial partners etc); (c) 3 other experts such as academics and researchers in relevant fields (peda-

gogy, psychology, brain research, etc.) or ICT specialists in the VET sector. The boundaries be-
tween these three target groups can of course be blurred and a clear distinction seems difficult -

and is not strictly necessary. Nevertheless, we have recommended dividing these three target
groups into two distinct Focus Groups, those with operational educational practitioners (mainly

from group a) and those with strategic educational managers, planners and evaluators (more
from groups b and c).

Tab. 1 National Focus Groups: technical data and means of implementation

Finally, 32 Focus Group events were held in all partner countries, of which 14 were group meet-
ings and 18 were individual expert interviews. In all events, the knowledge, experiences and opin-

ions of 141 representatives of the different target groups were collected, discussed and docu-
mented; 78 (53.32%) of the participants were VET teachers and trainers, 37 (26.24%) were stake-

holders and education policy makers and 26 (18.44%) belonged to the general group of experts.

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