Beyond the headset: context over hardware in educational virtual reality, cross-sectional regression evidence from Morocco

This study examines whether institutional and infrastructural conditions, rather than equipment availability, are associated with teachers' reported benefit, readiness, and satisfaction with educational virtual reality in Morocco. A cross-sectional survey of 166 teachers from public and private schools was conducted, and multiple linear regressions assessed associations among institutional type, locality, prior computer-education training, and engagement with digital materials. Across models, institutional context appears to show the strongest associations. Descriptively, scores were lower among public than private school teachers (i.e., lower for public) and higher among rural than urban teachers; however, regression coefficients for Location (ref. urban) were negative, suggesting lower scores for rural teachers net of covariates, and Perceived Benefit was higher among public than private teachers. Prior computer-education training was positively associated with satisfaction. Teachers who already used digital materials reported lower scores, consistent with a cautious appraisal informed by practical constraints. These results suggest that policy narratives equating hardware distribution with innovation may misdiagnose the problem. In constrained systems, context over hardware appears to condition whether immersive tools can gain traction. Evidence comes from a cross-sectional survey in Fez-Meknes, a region reflecting Morocco's rural/urban and public/private diversity. Generalisation beyond this context should be cautious.