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 VR has a considerable potential in terms of WBL as it allows to create new and stimulating ways for students to learn, interacting and/or comparing themselves with the surrounding simulated
working environment;
 VR can make even more personal the training path of each student by exploiting the enormous and accessible resources of digital content and three-dimensional work scenarios;
 VR is also able to facilitate and simplify the learning path in various VET fields through the visualization of complex concepts and working environments in three-dimensional space.
In terms of challenges, obstacles and hurdles to be overcome before VR can be applied successfully in VET/WBL, participants to Focus Group expressed the following opinions and perplexity:

 challenges and obstacles can arise by the fact that relatively little is still known about the "applied didactic potential" of VR technology to "systematically" support teaching and learning in
WBL with groups of learners in the classroom, especially with those learners with SEN;
 students, and especially those with SEN, in VR environments can risk being cognitively overloaded by the large amount of information they encounter and the multiple technological devices
they are required to use;
 VR mode can allow learners to have a much more engaging and enriching educational experience based on learning by doing, but a pre-packaged offer of images and/or videos does not
always encourage free thinking of the creative mind.

Poland:
 Regarding the use of VR in WBL, participants talked about:
- using VR to simulate the workplace
- in high-tech factories a combination of VR + AR is used for training
- as part of the studies as a practical application of knowledge (simulations)
- Learners can "look inside" complex devices without having to work on a physical model
 Participants emphasised that the use of VR is one thing but the market is developing rapidly and students can gain knowledge about how to create, for example, VR films
 Among the challenges in using VR technology, target group participants mentioned the cost of the devices.
 They emphasised that often the applications themselves are free or inexpensive but good equipment is needed for good immersion
 Among the obstacles, they also mentioned the low interest of Polish schools and companies in using VR and treating this technology rather as a toy than a tool for education

Spain:
 About the use of VR in VET, especially in WBL, most of the teachers think that this could be used in so many fields and to improve different skills. Nevertheless, they think that they have no
knowledge of the subject and that they should spend a lot of time to put them to good use. In addition, they think that this could be use not only with students with special needs, but also
with all type students to promote the inclusivity. These are the main conclusions about this topic:
- To have the experience in different contexts: social and medical areas, countries, different countries and lifestyles, religions…
- To simulate difficult or uncomfortable situations, in order to work in problem solving skill
- It could also be used in students with problems with abstract thoughts
- Improve communication skills: assertiveness, communication of emotions, verbal and non-verbal communication, different languages…
- To live in a close way the issues that we work on, doing role playing,
- To simulate different situations to speak in English
- With immigrants: to know about their reality, culture, religion, lifestyle in a closer way
- To develop social skills: presentations, problem solving, empathy…
- To improve the understanding of some situations in students with special needs
- For people with difficulties with the language, creating real situations where they have to communicate with other people
- To prevent mental health problems:

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