Challenges and Readiness of VR and AI Integration in STEM-based Mathematics Education: A Case of Urban and Rural High Schools

The integration of Virtual Reality (VR) and AI in STEM-based mathematics education holds transformative potential but faces systemic challenges in Indonesian high schools. This mixed-methods study examined infrastructure readiness, financial feasibility, and teacher preparedness across five urban and rural schools in East Java, Indonesia. Data from 85 students (ages 15–17) and 10 teachers revealed three barriers: limited internet access (78% of schools were rural), high VR hardware costs (82% were unaffordable), and inadequate teacher training (90% of teachers were unprepared). Quantitative results showed significant improvement in students' mathematical understanding post-VR exposure (pre- test: 68.57 vs. post-test: 73.51; p 0.001), with urban schools outperforming their rural counterparts by 15%. While 83% of students reported better geometry visualisation through VR, disparities in access exacerbate educational inequities. Recommendations include government subsidies for hardware, public-private partnerships to improve infrastructure, and mandatory teacher training programs. This study highlights actionable strategies to bridge the digital divide and promote equitable adoption of VR/AI in resource-constrained STEM-based mathematics education, enhancing learning outcomes sustainably.