Virtual reality as a didactic tool for teaching history to early childhood teachers in training

Purpose This study aims to explore how virtual reality (VR) can enhance the teaching of history to trainee early childhood teachers, particularly by leveraging local cultural heritage. It evaluates the effectiveness of VR in developing historical understanding, technical usability and emotional engagement. Design/methodology/approach A descriptive-exploratory study conducted with 135 third-year students enrolled in the Didactics of Social Sciences subject. Participants experienced a VR visit to the “Aeneas Group” in a virtual museum, where they interacted with the exhibition and toured the site where it was originally located. Data were collected through pre- and post-intervention questionnaires and analysed using qualitative and quantitative methods. Findings The results indicate significant improvements in students’ historical knowledge and technical skills. Emotional engagement was high, with participants reporting positive feelings such as curiosity and excitement. The VR experience successfully bridged theoretical knowledge and immersive learning, facilitating deeper understanding and motivation. Research limitations/implications This study relied on a convenience sample, limiting the generalizability of findings. Future research should replicate the intervention with diverse educational contexts and use VR for broader historical periods. Practical implications This research highlights the potential of VR to transform history education by providing interactive, emotionally engaging experiences. Educators are encouraged to integrate VR to enhance the accessibility and relevance of history instruction. Originality/value This study uses a custom-designed VR experience, based on high-fidelity scanned data from local heritage sites, illustrating how digital technology can bridge cultural heritage and education. It offers valuable insights for educators and curriculum designers seeking innovative approaches to promote historical thinking, engagement and active learning among future teachers.