Immersive learning environments for inclusion: An exploratory study on the perceptions of in-service teachers

This study examines the perceptions of in-service teachers regarding the potential of immersive educational technologies, with a specific focus on immersive classrooms in inclusive settings. Framed within Special Pedagogy principles and the debate on Innovative Learning Environments, the research adopts a quantitative design with descriptive and exploratory data analysis to investigate participants’ perceptions following a direct immersive experience in an immersive classroom. In the dynamic intersection between positive evaluations of educational value and persistent uncertainties related to practical implementation, this contribution explores the challenges of supporting teachers’ professional development and reinforcing their inclusive agency, emphasising the importance of pedagogically grounded approaches to the adoption of immersive technologies as tools for participation, inclusion, and meaningful learning.