Enhancing Pre-service Teacher Training Through Virtual Reality: Addressing Inclusivity and Classroom Challenges

Enhancing Pre-service Teacher Training Through Virtual Reality: Addressing Inclusivity and Classroom Challenges

Pacifique Nkundabanzi
University of Kigali, Rwanda
Email: pacifnk1@gmail.com


Abstract: Preservice teacher training in Rwanda faces persistent challenges in adequately preparing teachers to manage inclusive classrooms characterized by diverse learner needs, including students with disabilities and behavioral difficulties. This study examines the potential of Virtual Reality (VR) as an innovative tool to enhance preservice teacher preparedness for inclusive education. Adopting a mixed-methods research design, the study was conducted in Musanze District and involved 200 preservice teachers through structured questionnaires and 50 participants through semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, including t-tests, chi-square, and regression analysis, while qualitative data were analyzed thematically. The findings reveal that preservice teachers demonstrate moderate theoretical understanding of inclusive education but exhibit significantly low practical readiness (M = 2.86, p < .001). Key challenges identified include classroom behavior management (78%) and addressing diverse learning needs (72%). The introduction of VR-based simulations resulted in a statistically significant improvement in teacher preparedness (M = 4.40, p < .001). Regression analysis further identified VR exposure as the strongest predictor of teacher readiness (β = 0.52, p < .001), explaining 61% of the variance. The study concludes that VR provides immersive, safe, and repeatable learning environments that effectively bridge the gap between theory and practice in teacher education. It recommends the integration of VR into teacher training curricula, investment in digital infrastructure, and capacity building for educators. This research contributes empirical evidence from a developing country context, highlighting the transformative potential of VR in advancing inclusive and equitable education.