Bandura in Virtual Reality: Examining Self-Efficacy-Related Learning Through Immersive Classroom Simulations

This study investigates how immersive virtual reality (VR) simulations support international postgraduate preservice teachers (PSTs) in preparing for their initial professional experiences in Australian early childhood settings. Positioned within growing concerns about PST readiness, confidence, and cultural adjustment, the study examined the use of VR as a preparatory pedagogical tool. Sixty-six PSTs participated in human-in-the-loop mixed-reality teaching simulations in which they interacted with avatar children aged 3 to 5 in a realistic classroom environment prior to their professional placement. Guided by Bandura’s four sources of self-efficacy, video analysis examined how these simulated experiences contributed to PSTs’ self-efficacy-related practices, decision-making, and cultural readiness. Three themes emerged: (1) a movement from anxiety to relational regulation through social–emotional learning, (2) the use of simulation to bridge the theory–practice gap in classroom management and inclusion, and (3) the role of technology-supported reflection in enabling pedagogical revision through repeatable practice. The findings indicate that the simulation design compressed mastery experiences, modelling, credible feedback, and emotional regulation within a structured learning context. Participants demonstrated opportunities for reflective engagement with classroom dynamics in a low-risk environment before placement, including moments of hesitation, revision, and growing interactional control, highlighting the value of a programme-wide, technology-infused approach to immersive simulation in early childhood initial teacher education. Rather than directly measuring changes in efficacy beliefs, this study shows how mixed-reality rehearsal can operationalise the conditions that support efficacy formation within a repeatable pedagogical environment. In doing so, the paper contributes to current debates on technology-infused teaching by positioning mixed-reality simulation as a coherent model for future-oriented ITE design.