Exploratory physical education teachers’ perspectives and intentions to use VR in the classroom context: a cross-sectional qualitative study

Introduction This study explored the potential role of emerging technologies, particularly active Virtual Reality (VR), from a Physical Education (PE) teacher’s perspective. VR technologies, which provide three-dimensional (immersive) simulation environments, have become more accessible and cost-effective in recent years. Using this technology to train students in various PE areas may add value. Objectives The study aimed to understand PE teachers’ knowledge of VR and their expectations for teaching PE using VR in classroom settings. Specifically, we explored the experiences, challenges, and potential benefits perceived by PE teachers across four European countries. Participants Thirty-eight PE teachers from Portugal, Belgium, Italy, and Cyprus participated voluntarily. Design This qualitative study employed a phenomenological approach. Data were collected between March and May 2024 in public and private secondary schools with ethical approval. Methods Data was gathered through open-ended focus group questions and analysed using a thematic analysis approach. Results Responses revealed varied experience levels with VR. Most participants expressed a willingness to use VR in PE, showing enthusiasm for new technologies and cautious optimism about integration. While recognizing its potential, respondents highlighted limitations. Technical barriers included Internet issues, limited technical skills, and lack of IT support. These reflect the challenges of implementing VR in schools. Teachers valued VR’s potential to expose students to otherwise inaccessible sports and activities. They also discussed its use for improving specific skills, such as first aid, game tactics, and individual sports techniques. Conclusion Integrating VR into PE presents both challenges and opportunities. Addressing training, financial, and logistical issues may enhance student engagement and learning outcomes.