Virtual reality trends and challenges in teacher education: a systematic literature review

Abstract

Applying virtual reality (VR) in teacher education has gradually become a trend. To better foster teacher professional development (TPD), further clarification is needed regarding the details and challenges of implementing VR training programs. Therefore, we reviewed 60 studies published from 2010 to 2024, extracting information on VR in teacher education regarding implementation details, specifics of TPD facilitation, and associated challenges. Results indicated that: (1) Scenario-based training for pre-service teachers in subjects like mathematics, language, and science is common practice; (2) VR teacher training programs in most countries are mainly implemented in natural sciences; (3) VR teacher training programs primarily target teachers under the age of 40, with the time no more than 2 hours; (4) Fully-immersive VR-supported teacher training programs are mainstream; (5) VR is frequently used to enhance teachers' knowledge and skills in instructive and management areas, particularly classroom management, highly valued in China and the United States; and (6) Limited availability and the advanced nature of VR devices in schools are major challenges for implementing VR training programs. Incorporating the above findings, this study provides insights for VR teacher training programs and TPD from technology and talent perspectives.