An exploratory study on the prospects and challenges of low-cost Immersive Virtual Reality among experienced secondary school science teachers of Pakistan and Northern Ireland

Recent global trends have led to an increase in the adoption of emerging digital technologies in education. Among these is Immersive Virtual Reality (IVR) which, due to increased accessibility and affordability, has become a significant interest for education-based research. This study examines the integration of IVR in classroom practice with specific focus on the pedagogical utility of IVR in secondary school science, transformative pedagogical approaches to the technological affordances IVR offers and the sustainability of the technology to lead to long-term scalable use. Adopting a mixed-method approach, data is gathered from experienced (>14 years of teaching) secondary school science teachers (n = 6) from Pakistan and Northern Ireland. Drawing on their direct engagement with IVR, teachers shared their views through questionnaires and interviews. Analysis explored how experienced teachers perceive the pedagogical value, constraints and challenges associated with the integration of IVR technology into classroom practices. Results revealed the potential of IVR for secondary school science teaching and the need for improved integration of digital technology through provision of resources and teacher training programmes. As an exploratory study, the findings share a rare international comparison on the use of IVR in the under-researched secondary school setting. Given the limited research in this particular area, the outcomes offer valuable insights and deeper understanding concerning the possibility of IVR adoption in schools and provide direction for future, large-scale cross-national investigations.