Analyzing the transformative power of Immersive Web Environments in classroom through the lens of Bloom's taxonomy

This study examines the integration of Immersive Web Environments (IWE) in education, exploring their pedagogical application through Bloom's Taxonomy. Rather than attributing learning improvements to technology itself, this research focuses on how teachers' structure and implement IWE within their instructional strategies. To assess teachers' perceptions and intentions following IWE training sessions, we surveyed two cohorts of educators from diverse subject areas, employing descriptive statistics and the Mann-Whitney U test for analysis. The findings indicate positive teacher perceptions of IWE's potential, with moderate to high intentions to integrate these tools into their teaching. However, the study highlights that successful IWE adoption depends on instructional design, professional development, and institutional support. Beyond evaluating teacher readiness, this research offers insights into effective IWE integration strategies, emphasizing the need for structured training, sustained support, and pedagogical alignment. This study contributes to the growing literature on immersive learning environments, outlining key considerations for long-term adoption and scalability. Future research should explore the sustained impact of IWE on teaching practices and student learning outcomes, as well as strategies for broader implementation across diverse educational settings.