A Framework for Participatory Creation of Digital Futures: A Longitudinal Study on Enhancing Media Literacy and Inclusion in K-12 Through Virtual Reality

The present study explores the affordances of virtual reality (VR) technologies to enhance digital and media literacy skills within an interdisciplinary and inclusive K-12 English as a Foreign Language (EFL) learning context. Addressing gaps in research on the design and impact of VR experiences in secondary education, the study investigates VR affordances not only as a learning tool, but also as a medium for knowledge co-creation through learning by doing, with students acting as the agents within digital social contexts. The study was conducted for two years, with 59 participants aged 13–14 years old, following a structured five-phase intervention model with the intent to comply with DigComp 2.2 guidelines for digital citizenship and the Universal Design for Learning (UDL) for inclusive educational practices. The phases involved (a) training on the technological level to leverage digital tools; (b) media and information literacy (MIL) instruction in VR; (c) collaborative VR artifact creation; (d) peer evaluation; and (e) dissemination with peers from other sociocultural contexts for an iterative process of continuous content improvement and social discourse. Mixed methods data collection included pre/post-course surveys, pre/post-tests, observation journals, and student-generated VR artifact evaluations. The findings indicate consistent learning gains across both years, with an average pre–post gain of 18 points (Cohen’s d = −2.25; t = −17.3, p < 0.001). The VR-supported intervention fostered complex skillset building within a VR-supported dynamic learning environment that caters to diverse needs. Students’ reflections informed a framework for designing inclusive media literacy in VR, structured around three main pillars: Narrative Structure, Strategic Design, and Representation Awareness. These themes encapsulate the practical, cognitive, and ethical dimensions of VR design. Sub-themes with examples contribute to understanding the key design elements of VR in promoting participatory engagement, digital and media literacy, critical discourse, and inclusive education. The sub-themes per pillar are signaling and multisensory cues, storyline, and artful thinking; schema formation, multimedia encoding, and optimal cognitive load; and bias-free, respect for emotional impact, and language and symbols. Complementary quantitative findings confirmed the themes of the proposed framework, revealing a positive correlation between the perceived ease of use (PEoU) with digital skills development and a negative correlation between perceived usefulness (PU) and cognitive load. The study concludes with recommendations for pedagogy, curriculum design, and future research to empower learners in shaping sustainable digital futures.