• 167 •
Anduli
Revista Andaluza de Ciencias Sociales
ISSN: 1696-0270 • e-ISSN: 2340-4973
IMPACT OF VIRTUAL REALITY TECHNOLOGIES ON
INCLUSIVE AND PARTICIPATORY EDUCATION
IMPACTO DE LAS TECNOLOGÍAS DE REALIDAD VIRTUAL EN
LA EDUCACIÓN INCLUSIVA Y PARTICIPATIVA
Brenda-Isabel Murrugarra-Retamozo
University of North Carolina at Chapel Hill
brendaisabel_1995@hotmail.com
https://orcid.org/0000-0001-5057-9768
Abstract
Virtual reality technologies are
revolutionizing how people interact, and
education is no exception. This offers
great possibilities for promoting inclusive
education, where students with special
abilities are included. Therefore, this study
examines the implications of virtual reality
technologies for participatory and inclusive
learning, as well as their benets and
challenges. Methodologically, a qualitative
approach is used, employing a systematic
review. The sample consists of 24 studies
from indexed journals using the PRISMA
model. The instrument includes Boolean
operators. It is concluded that virtual
reality technologies promote inclusion
and educational participation, allowing
students, especially those with disabilities,
to learn under equal conditions. These
technologies allow adapting academic
content to the needs of students, making
courses more dynamic. In addition, their
use allows students to develop their
cognitive skills. There are also challenges
to overcome, such as training teachers in
their use, designing policies to address
accessibility and affordability barriers,
and safeguarding the personal data of
students using such technologies.
Keywords: Virtual reality, participatory
education, inclusive education, students
with disabilities
Resumen
Las tecnologías de realidad virtual están
revolucionando cómo las personas inte-
ractúan y la educación no es una excep-
ción. Esto ofrece grandes posibilidades
para promover la educación inclusiva, in-
tegrando a estudiantes con necesidades
especiales. Así, el estudio examina las
implicaciones de tales tecnologías en el
aprendizaje participativo e inclusivo, sus
benecios y desafíos. Metodológicamente,
se utiliza un enfoque cualitativo mediante
una revisión sistemática. La muestra cons-
ta de 24 estudios de revistas indexadas
con el modelo PRISMA. El instrumento in-
cluye operadores booleanos. Se concluye
que las tecnologías de realidad virtual pro-
mueven la inclusión y la participación edu-
cativa, permitiendo que los estudiantes,
especialmente aquellos con discapacidad,
aprendan en igualdad de condiciones.
Estas tecnologías permiten adaptar el
contenido académico a las necesidades,
haciendo los cursos más dinámicos. Su
uso permite desarrollar sus habilidades
cognitivas. También existen desafíos como
la capacitación docente en su uso, el dise-
ño de políticas sobre barreras de accesibi-
lidad y asequibilidad, y la protección de los
datos personales de los estudiantes.
Palabras clave: Realidad virtual, edu-
cación participativa, educación inclusiva,
estudiantes con discapacidad.
Cómo citar este artículo/ citation: Murrugarra-Retamozo, Brenda-Isabel (2026). Impact of Virtual Reality
Technologies on Inclusive and Participatory Education.
ANDULI 29 (enero 2026): 167-191, https://doi.org//10.12795/anduli.2026.i29.08
Recibido: 13.06.2025; Revisado: 14.11. 2025; Aprobado: 14.12.2025
Anduli • Revista Andaluza de Ciencias Sociales Nº 29 - 2026
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1. INTRODUCTION
Digital transformation with immersive technologies is presented as a wide range of
possibilities for neurodiverse people or people with intellectual disabilities. Virtual
reality (VR) technologies offer interesting and novel resources that focus on mental,
sensory, social, and movement processes, helping to support learning for individuals
with atypical characteristics. For example, specialists have developed VR learning
tools that contribute to the cognitive experiences of students with dyslexia, dysgraphia,
and dyscalculia. Such tools have even been tested with people with mental disabilities.
These technologies have also been applied to students with obsessive-compulsive
disorder (OCD) and attention decit hyperactivity disorder (ADHD), among others
(Creed et al., 2024).
It can also be said that VR spaces allow people to participate in circumstances to
which they would not normally have access. Such as the case of people with motor
disabilities, which restrict their mobility, or the situation of people living in dangerous
areas, which, in terms of cost and safety, prevent them from moving around. It is
in these contexts that well-thought-out and designed VR environments can give
the impression of being in the world, which makes users feel that they have been
transported to different areas without missing out on experiences that ordinary people
have (Richter et al., 2023).
Now, it is generally in the educational eld where the benets of VR technologies stand
out, as they can be used to optimize academic comprehension, store information,
and improve student participation in increasingly virtualized environments (Morales
Cadena et al., 2024). Therefore, information and communication technologies (ICTs)
such as these can become inclusive tools (Murrugarra Retamozo, 2024a). That is,
ICTs are no longer designed solely for entertainment, but also for education, which
in turn serves to promote their accessibility to people who may have some type of
disability (Murrugarra Retamozo, 2024b).
Thus, if VR technologies are implemented in education, they can, at the same time,
encourage student participation. For example, what makes VR technologies so
attractive for participatory learning is the sense of reality they provide, even though
they are unreal (simulated) environments. This virtual world is designed by computer
science, which uses a set of electronic visualization devices to help people enter an
unreal, but lifelike, environment. Another characteristic of VR is the interactivity factor,
where the user can move, generate reactions, and modify their environment instantly
(Galeote Barquín, 2020).
Considering this, it is important to dene what VR technologies are. According to the
FEMEVAL guide (2019), VR refers to a three-dimensional digital space generated by
computers or other information systems, designed to allow the user to experience
a sense of immersion in an environment that appears real and with which they can
interact at different levels.
The main purposes of this technology are:
a. To recreate a scenario that imitates a specic physical reality as accurately as
possible and that functions as a substitute for it.
b. To design a ctional but plausible environment where the boundaries between
reality and imagination are blurred, creating an experience in which both worlds
intertwine.
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In the educational environment, there are two types of VR technologies being used,
and these are classied according to their hardware, as described in Table 1.
Table 1. Classes of VR Archetypes by Hardware
Desktop VR It is used by a single individual or a group of individuals. The virtual
environment is displayed utilizing a computer, and individuals can generate
interactions with the use of the mouse, thus immersing themselves in the
3D experience.
Immersion RV Here, individuals can wear a VR headset or goggles, motion detectors,
and data mitts, which help the user achieve a signicant proportion of
immersion in reality.
Note. Prepared by the author based on Toala Palma et al. (2020).
Despite the possibilities that VR technologies can offer in education (desktop or
immersive) due to their inclusive characteristics, there are still shortcomings in the
educational systems of several States for their implementation, such as the lack of
public investment or scarce government policies (Acho Ramírez et al., 2021).
In addition, it should be considered that implementing VR environments requires
not only a budget but also logistical and technological infrastructure adjustments
in educational centers. In addition, the main stakeholders involved in this virtual
education system must have their needs and goals met, requiring that the form of
learning in VR environments meet their requirements. This is important because
technologies such as VR will make it possible to achieve the academic objectives of
educational institutions and ensure that the performance and participation of students
are the best, which will allow them to realize their personal life plan, work plan, and
socio-cultural plan (Abril Lancheros, 2023).
Based on the above, the following research questions are formulated: a) What is
the impact of VR technologies on participatory and inclusive learning? b) What are
the benets that VR technologies have on inclusive education? c) What are the
challenges that VR technologies have for inclusive education?
1.1. Inclusive education
The concept of inclusive education aims for students’ experiences to be specialized
according to their abilities and ways of learning. At the same time, this approach
seeks to ensure that all students receive an equal education opportunity regardless
of where they come from. Such methodology is based on the principle that students
deserve a quality education (Ortí Martínez, 2024).
Likewise, it must be considered that inclusive education arises as a way to dignify
learning, which is based on ve components as suggested by Urías Arbolaez (2024),
which are:
a. Modern human rights ethics, where it is argued that the concept of the right to
education must go hand in hand with the concept of social justice.
b. The social approach is framed in the social model of people with disabilities, who
are often excluded from society.
c. The organizational framework that supports institutional progress, seen as a uni-
versal purpose that encompasses efcient educational centers, school redesign,
and optimization.
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d. The archetypes of participatory communities focused on counteracting differen-
ces and discrimination. This involves self-help programs and support networks
among communities, students, teachers, etc.
e. The personalized and inclusive approach is the basis for a methodology that
supports student integration.
Similarly, ve aspects must be put in place if inclusive education is to be promoted.
The rst aspect has to do with the formulation of innovative educational policies
that produce relevant transformations in inclusion. The second aspect has to do
with optimizing initial education with the participation of families. The third aspect is
centered on applying strategies that invigorate teacher training, which should consider
inclusive and diversity-based tactics. The fourth aspect emphasizes highlighting the
cultural environment. Finally, the fth aspect is focused on optimizing the disposition,
behaviors, and postures that society has towards people with special needs and
abilities, or who belong to different ethnicities, etc. (Marchesi et al., 2019, cited in
Pérez Valles & Reeves Huapaya, 2023).
In the establishment of these ve aspects of inclusive education, the technological
factor should not be forgotten, since teaching is now carried out using digital media.
If the inclusive approach is inserted from the beginning in the electronic teaching
devices, it ensures that students participate and have access in the preliminary stages
of the design process of these technologies (Wehrmann & Zender, 2023).
In this context, VR is presented as an inclusion option, which, in the case of some
limitations, allows students to optimize their intellectual, oral, social, emotional, and
behavioral skills. In other words, innovative technologies such as these can provide
students with an education according to their learning rhythms and according to their
particular requirements (Murrugarra Retamozo, 2025). The above can be done under
an entertainment concept to enhance student motivation to acquire new knowledge,
which supports an educational environment that fosters interactive learning (Arata
Hernández et al., 2021).
In the case of VR in education, immersion and inclusive interaction is supported by
four criteria, which are: (i) the moral need for technologies to be universally accessible,
(ii) the capacity of VR as a support and rehabilitation tool, (iii) the commercial
advantages of having a large number of users, and (iv) an optimal design that helps
VR technologies to be usable by all (Dudley et al., 2023).
As a correlation of the above, VR technologies must be designed with a universal
access approach, for which the principles of universal design for learning (UDL) in
technologies should be followed, as shown in Table 2.
Table 2. Principles of Universal Design for Learning (UDL) in VR tools
Principle No. 1:
Provision of nume-
rous channels of
representation
• It provides multiple ways of perceiving information. That is, information
can be obtained from various sensory media (acoustic, ocular, etc.).
• It provides several alternatives for language and symbolic images.
It fosters understanding between several languages, constituting a
powerful means for language acquisition; it materializes, at the same
time, notions by different means.
• It provides alternatives for apprehension. It enables relevant learning
to take place through visualization and interrelation, which is important
because it helps to evoke and transfer information to the real world.
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Principle No. 2:
Encouraging di-
verse mechanisms
of action and
manifestation
• It offers several physical ways of action. It helps to generate interaction
with the existing components, and it also allows the context of action or
learning to be transformed.
• It offers possibilities for externalization and uidity of communication.
• It offers alternatives for executive work. It allows for feedback on what
has been learned. In addition, the information is adequately structured
and ordered, with clear goals.
Principle N° 3:
Provision of
various forms of
involvement
• It provides possibilities for engaging interest through collaborative work
and helps learning to unfold in a personalized way.
• It provides ways to maintain commitment and options for effort and
consistency.
• It provides alternatives for self-regulation. This, in turn, helps improve
students' self-esteem and self-perception, which keeps them more
motivated.
Note. Prepared by the author based on Díaz (2022), cited in Romero Esquinas (2024).
1.2. Involving teachers in inclusive and participatory education with VR
technologies
VR has not only allowed students to disseminate and discuss the concepts learned,
fostering more communication and knowledge development, but also, teachers have
found a way to make their classes more dynamic and interactive. This has generated
an environment in which education becomes personalized according to the needs of
each student (Arroyo Paz, 2023).
Additionally, many teachers believe that the use of VR technologies will help to make
progress in the aspects of inclusive and equitable education. Moreover, VR would
help to counteract the detriment of learning new knowledge that students currently
experience, since they are technologies that have been proven to increase student
participation and engagement (Uzza et al., 2022).
On the other hand, if the implementation of VR technologies in educational spaces
is to be considered, it is essential to have teachers’ perspectives, since results have
long shown that their participation is essential. In addition, as VR technologies are
different from any other ICT, teachers will have to support their students, both in their
use and understanding. It should also be noted that such a novel circumstance will
make teaching more difcult, especially in the spectrum of education for people with
special abilities, so teacher participation is essential (Dechsling et al., 2024).
For example, Stavroulia et al. (2025) have argued that the integration of VR into
teacher training should not only focus on inclusion but also on the active participation
and professional development of teachers. This is because immersive experiences
allow for the recreation of complex classroom scenarios, offering safe spaces for
practice and reection without the risks of the real environment. Furthermore, it has
been found that co-creating virtual environments with teachers ensures that the tools
meet their real needs, strengthening their sense of ownership and increasing the
effectiveness of the learning process. Based on this, it can be said that VR becomes a
key resource for promoting participation and enriching teacher training, going beyond
mere technological integration. However, Rodríguez-Cano et al. (2022a) have also
pointed out that its implementation faces challenges such as a lack of teacher training
and limited applied research on its effectiveness in inclusive interventions.
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1.3. Benets of VR technologies for inclusive and participatory education
At the educational level, VR can design supervised, reproducible, and reliable learning
spaces for students to learn with the necessary care, which they often would not nd.
In the realm of inclusive education, VR deploys important considerations that enable
the creation of engaging and accessible educational experiences for learners with a
wide range of abilities (Varuna Tehlan Dahiya, 2024).
Moreover, there is evidence that employing VR as a pedagogical tool increases
students’ academic accountability. This is mainly because technological advances
have transformed the ways of teaching, making it possible to privilege how the
student learns with the technological devices around them. In addition, the inclusion
of multimedia devices constitutes an outstanding way to improve the comprehension
of information and thus optimize learning levels (AlAli & Wardat, 2024).
In addition, VR technologies, such as the metaverse, being universalized in their use,
allow students to take advantage of such environments to have immersive learning
that helps them to socialize. This will be important when, in the future, students must
go out to the labor eld and work in collaborative teams. It is believed that the VR
phenomenon will serve to prepare introverted people or people with autism (ASD)
in the future when they have to enter the working world. This option for this group of
people is feasible due to the immersive characteristics of these technologies, which
will help them to interact and communicate with other people in real time, making
people develop or enhance their social skills at work (Hutson, 2022).
Also, the three-dimensional feature of VR helps those with accessibility impairments
gain closer to knowledge. This proximity to their interests reinforces their productivity
associated with their retention capacity, their inventiveness, and perception, which
inuences their oral performance, or on their ability to solve problems due to the
degree of motivation provided by the visual. On the other hand, VR technologies
can also be conceived as novel tools for teachers to contribute to the specialized
education of their students (Rodríguez Cano et al., 2021).
For example, for students with ASD, VR learning spaces cover educational and design
goals. Such virtual environments can offer manageable and personalized conditions
with accessibility and controllable sensory tools. In that way, students will be able to
participate and interact by practicing their social unfolding in a safe and predictable
way (Bradley & Newbutt, 2018, cited in Bravou et al., 2022).
To provide more detail on this aspect, according to Lozano-Álvarez et al. (2025), VR
creates interactive and multisensory environments, which increase motivation and
facilitate the personalization of activities according to each student’s cognitive abilities.
The authors also argue that, in the educational eld, VR has shown improvements in
attention, narrative memory, and inhibitory control. Based on this, seven key areas have
been identied for designing VR activities: phonological awareness, working memory,
attention, visual and auditory perception, semantic-syntactic-lexical development,
and motor skills related to laterality and directionality. These dimensions allow for the
structuring of interventions that respond to the specic needs of students, contributing
to inclusion and meaningful learning (Rodríguez-Cano et al., 2022b).
The following Table 3 shows the advantages of applying VR technologies in education
with an inclusive approach.
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Table 3. Benets of VR Technologies in Inclusive and Participatory Education
VR technologies enable
the development
and enhancement of
empathy
Immersive experiences based on VR or augmented reality hold
immense potential for fostering a deep sense of empathy for disability.
By creating virtual worlds that authentically replicate the everyday
struggles and triumphs of people with disabilities, these technologies
have the extraordinary ability to transport users into the very heart of
their experiences, forcing them to see the world through a different
perspective.
VR technologies make
it possible to experien-
ce real sensations
One of the most notable advantages of immersive VR experiences
lies in their ability to evoke an authentic sense of presence and
embodiment. Users are not mere observers, but active participants,
fully immersed in simulated environments that accurately emulate
physical and sensory reality. This deeply immersive encounter
can elicit powerful emotional responses, dismantle prejudices and
fostering a new appreciation for the challenges faced by people with
disabilities.
VR technologies
enable personalized
experiences
VR technologies provide experiences to interact in a personalized
way, allowing users to connect with what virtual space offers.
For example, users can perform different activities, overcome
barriers, and face problems like those experienced by students
with disabilities. The most benecial aspect of this is that users,
by learning through VR what people with disabilities face, develop
empathy and become sensitized to different contexts. Another benet
of this technology is that immersive experiences have a component
of realism, which in turn enables users to immerse themselves in
different situations freely. In general, VR provides users with a deep
understanding of the adversities that people with disabilities go
through.
Note. Prepared by the author based on Pinto Coelho et al. (2023).
1.4. Challenges of VR technologies in inclusive and participatory education
There are several challenges to overcome in the application of VR in the educational
environment. For example, prolonged use of VR tools by students can lead to an
unpleasant experience. One of the consequences is the loss of concentration, which
limits experiencing the benets provided by VR, which in the long term will impair the
learning process (Ancioto et al., 2018, cited in Sousa Ferreira et al., 2021). Likewise,
in the case of students with sensory difculties, the use of VR spaces can be complex,
making it essential to incorporate extra assistance methods to ensure accessibility
(Chalkiadakis et al., 2024).
Additionally, another challenge for the implementation of VR in educational institutions
is its poor linkage to academic curricula, which makes it difcult for this technology to
adhere to training dynamics. It is believed that such obstacles highlight the urgency
of proposing a more methodical and equitable perspective so that VR can change the
current educational paradigms (Mora Zambrano, 2024).
In general, and after presenting the challenges, it can be said that there are still
skeptics who do not believe that VR is the best ally for inclusive learning, and,
therefore, have remained cautious in their opinion of implementing this technology in
the educational system. However, to do so, the following is suggested: a) the students
with whom the tests are to be initiated would have to be chosen by therapists who
know how VR technologies are applied, furthermore, b) the students will have to
come into contact with VR technologies progressively, having to be monitored by a
psychologist in charge of tracking their progress of interaction with such technologies.
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All this is done to see if the prole of students with special needs or disabilities ts with
the VR technologies they wish to institute (Chițu et al., 2023).
It is also important to note that some international institutions are reporting on and
investigating the landscape of VR technology implementation in education, as shown
in Table 4. This is essential for its full integration to potentially become a reality in the
future.
Table 4. Perspectives of international institutions on the incorporation
of VR technologies in inclusive and participatory education
Next generation
virtual worlds:
Societal,
technological,
economic and
policy challenges
for the EU.
This report emphasizes that VR tools can make education more effective
and inclusive by facilitating access to personalized and collaborative
experiences, even for students with physical or geographical limitations.
However, it also warns of ethical and technical challenges related to equity,
data protection, and reducing digital divides (European Commission: Joint
Research Centre, 2023).
Extended reality:
opportunities,
success stories
and challenges
(health,
education): nal
report
According to this report, VR helps students develop both technical and soft
skills. It also allows them to collaborate virtually and access educational
experiences that would otherwise be unavailable to them, such as virtual
laboratories and simulated eld trips. Furthermore, the report emphasizes
the technology’s potential to make a signicant contribution to inclusive
education by providing opportunities for students with cognitive, physical,
and learning disabilities, enabling their remote participation and adapting
to their specic needs. However, it also mentions barriers such as the
high cost, the lack of teacher training in these technologies, and the need
for further research to analyze their long-term effects and their proper
integration into educational curricula (European Commission: Directorate-
General for Communications Networks, Content and Technology &
Visionary Analytics, 2023).
Hasmik
Baghdasaryan:
Bringing
chemistry to life
through virtual
labs
UNICEF has highlighted the case of Baghdasaryan, a high school student
in Armenia, who, along with her team, developed VR Labs, an initiative
awarded by Generation Unlimited, to bring the high school chemistry
curriculum to rural and urban schools with limited resources through VR.
Their project stemmed from their experience in the “Green Chemistry”
club, where they identied that many schools lacked physical laboratories.
They decided to use VR because it is a more accessible, engaging, and
educational method than alternatives such as traditional videos, home-
based experiments, or mobile laboratories. While they acknowledge that VR
does not completely replace in-person experiments, they emphasize that
it allows students to conduct them virtually, increasing their motivation and
accessibility. Furthermore, the technology is seen as an effective solution
for overcoming logistical, economic, and infrastructure barriers in remote
communities (UNICEF Armenia, 2021).
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Digital
pedagogies for
building peaceful
& sustainable
societies
The report highlights that VR has become one of the most promising
technologies for transforming education, offering immersive, interactive, and
multisensory experiences that allow students to “live” the content instead
of simply reading about it. This is because these tools facilitate deeper,
more personalized, and collaborative learning by simulating complex
environments such as laboratories, heritage sites, or even social situations
that foster empathy and critical thinking. The report also mentions that VR
can complement traditional teaching, optimize conceptual understanding,
and develop 21st-century skills through active methodologies such as
experiential and project-based learning. Regarding inclusive education, the
document explicitly addresses it within the framework of SDG 4, specifying
that technologies like VR can ensure equitable and personalized access,
which is benecial for students with diverse needs and backgrounds
(UNESCO MGIEP, 2018).
Note. Prepared by the author based on European Commission: Joint Research Center (2023),
European Commission: Directorate-General for Communications Networks, Content and
Technology & Visionary Analytics (2023), UNICEF Armenia (2021), & UNESCO MGIEP (2018).
Based on the above, the objective of this study is to examine the implications of
VR technologies in participatory and inclusive learning, including their benets and
challenges.
2. MATERIALS AND METHODS
The study has a qualitative approach that allows the researcher to have a sophisticated
and valuable understanding of a particular issue through an interpretive analysis. The
use of such an approach is because its nature helps to x patterns and themes that
do not need to be quantied (Oranga & Matere, 2023). This is reected in this study in
the decision-making of which documents to use for the systematic review technique.
Systematic review is employed in this research because prior information in the
form of documents helps to access a quality data source. For example, examining
writings such as scientic works and articles brings the advantage of data robustness
(Morgan, 2022). In this case, the document review is linked to the implications of VR
tools in inclusive education.
Regarding the research design, it is that of the hermeneutic perspective, which entails
conducting an in-depth study of the environment according to the initial manuscripts,
and not just a succinct examination of the text (Chang, 2022). This is critical for
interpreting examining how VR tools are contributing to inclusive and participatory
education.
2.1. Population and sample
The composition of the population is 1037 research papers from indexed journals,
of which the sample consists of 24 papers, according to the following criteria: a)
identication, b) review, c) eligibility, and d) inclusion.
2.2. Instrument
Boolean operators are used as the rst data collection instrument. There is also a
paraphrase sheet where the main contributions of research on the impact of VR
technologies on participatory and inclusive learning are synthesized.
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2.3. Data collection and analysis
The research collection is based on the following databases: Google Scholar,
Scopus, SciELO, and Web of Science. The total amount of research collected from
these sources is 1037. The way of selecting the articles is through the generation
of Boolean operators inserted in the MyLoft tool (Calderón Loyola & Nieto Rivas,
2024). The use of Boolean operators is appropriate because their use is simple and
less time-consuming. With this, higher quality citations are acquired, optimizing the
tracking of scientic data (Carranza Cortés, 2018).
The evaluation and synthesis of the results is structured using a PRISMA model
(Figure 1), because its schematization is intended to support scientists who apply
systematic reviews, so that they can transparently record the reasons for the review,
what the researchers did, and what they found (Page et al., 2021).
The criteria of a) identication, b) review, c) eligibility, and d) inclusion facilitated
the selection of articles, both in Spanish and English. The range of articles chosen
is those published between 2023 and 2024, belonging to the areas of education
and technology, inclusive education, and social sciences. There is a discarding of
repeated, unimportant studies or those outside the aforementioned areas.
2.4. Exclusion criteria
The application of the PRISMA model is based on specic criteria at each stage to
support the relevance and quality of the studies included in the review. Each stage is
explained below:
• Identication: Duplicate articles and those without full-text access are removed.
Documents that are not peer-reviewed research are also excluded.
• Screening: Studies that do not address VR technologies in educational contexts
are excluded, as well as those focused on areas outside of education, technology,
inclusive education, or the social sciences.
• Eligibility: Articles that do not meet the established time frame (2023-2024) or
that are written in languages other than Spanish or English are excluded. Works
that do not present results or analyses relevant to participatory and inclusive
learning are also excluded.
• Inclusion: Only peer-reviewed research that explicitly addresses the implica-
tions, benets, and challenges of using VR technologies in inclusive and partici-
patory educational processes is considered.
The research search plan, using Boolean operators, is shown in Table 5.
As a last step, there is a comparison of the results with other research in scientic
journals, which helps to generate discussion and draw conclusions.
Table 5. Data Search Plan
ID Date Database Boolean operators’ equation Number of
results found
131/01/2025 Google
Scholar
(“virtual reality” OR “realidad virtual”) AND
(educación inclusiva OR inclusive education)
AND (implicaciones OR implications OR efectos
OR effects) AND (investigación OR research)
AND (“2023” OR “2024”) AND (participación
estudiantil OR “student engagement”)
1020
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202/02/2025 Scopus ((“virtual reality” OR “realidad virtual”) AND
(educación inclusiva OR inclusive education)
AND (implicaciones OR implications OR efectos
OR effects) AND (investigación OR research)
AND (PUBYEAR = 2023 OR PUBYEAR = 2024)
AND (participación estudiantil OR “student
engagement”))
3
302/02/2025 SciELO (“virtual reality” OR “realidad virtual”) AND (edu-
cación inclusiva OR inclusive education) AND
(implicaciones OR implications OR efectos OR
effects) AND (investigación OR research) AND
(2023 OR 2024) AND (participación estudiantil
OR “student engagement”)
11
404/02/2025 Web of
Science
(TS= (“virtual reality” OR “realidad virtual”) AND
TS= (educación inclusiva OR inclusive educa-
tion) AND TS= (implicaciones OR implications
OR efectos OR effects) AND TS= (investigación
OR research) AND PY= (2023 OR 2024) AND
TS= (participación estudiantil OR “student
engagement”))
3
Total 1037
Figure 1. PRISMA Flow Diagram
n = 1013
n = 24
n = 3
n = 11
n = 3n = 1020
Identication Revision Eligibility Inclusion
Excluded
research
Research included
for the review
Web of
Science
Reasons:
• Lack of connection to the search.
• Duplicates.
Research identied through the
data search plan (n= 1037)
SciELOScopus
Google
Scholar
As a result of applying these PRISMA model criteria, of the 1037 studies initially
identied, 1013 studies were excluded for not meeting the aforementioned criteria,
leaving 24 articles for the nal review.
3. RESULTS AND DISCUSSION
Since the objective of this study is to examine the implications of VR technologies
in participatory and inclusive learning, including their benets and challenges, this
section outlines the results, which are broken down into the benets and challenges
of VR technologies in inclusive education. These are presented in Tables 6 and 7,
Anduli • Revista Andaluza de Ciencias Sociales Nº 29 - 2026
• 178 •
respectively, based on the data collection plan. The discussion compares the results
from Tables 6 and 7 with the ndings of another research on the topic.
Table 6. Benets of VR Technologies in Inclusive and Participatory Education
ID/Database Authorship Contribution
1- Google
Scholar
Prakash (2023). The metaverse, based on VR, is able to provide students with
some kind of disability, the possibility of having inclusive access
to the educational world. Such is the case of virtual classrooms
in which the contents are subtitled, or there are sign language
interpretations, and many other ways to support and include
students with hearing or visual impairments.
2- Google
Scholar
Morales Cagua-
na (2024).
One of the key benets of VR is that it encourages learning to
be individualized, adjusting to the demands and particularities
of each student. VR enables those with disabilities to actively
and reliably engage in learning.
3- Google
Scholar
Verdugo Gua-
mán & Ramón
Pacurucu
(2024).
3D VR is used to promote inclusion by achieving effective
results in its use, as it has been proven to generate exciting,
valuable, and cooperative learning. In this way, diversity is
included, and differences are transformed into opportunities.
4- Google
Scholar
Moreira
Parrales et al.
(2024).
VR can mimic various environments and social realities, which
helps learners investigate and perceive different socio-cultural
landscapes and contexts. This can be especially convenient
when dealing with sensitive or historically relevant issues,
making navigation in virtual spaces promote empathy and multi-
cultural understanding.
5- Google
Scholar
Urquizo Espar-
za et al. (2024).
VR technologies are able to promote inclusion and are also
useful in providing personalized support and adapting to curri-
cular content. This enables students to achieve both individuali-
zed and meaningful learning.
6- Google
Scholar
Alemán Arróliga
(2024).
Incorporating VR technologies in education can optimize the
kind of learning students receive by adding hands-on tasks.
This helps those students to be better prepared to face circum-
stances that occur in the real world in the future.
7- Google
Scholar
Guaillas Guai-
llas (2024).
The use of VR tools shows that academic productivity and mo-
tivation improve signicantly with their use. Students who use
VR tools nd lectures more engaging and therefore participate
more frequently. All the positives of this are reected in their
grades and in their willingness to learn computer courses more
enthusiastically. In addition, the use of VR technologies makes
learning more dynamic and collaborative.
8- Google
Scholar
Paredes Córdo-
va (2024).
VR provides immersive practices that meet the needs of those
students who have specic needs. Likewise, VR has a series of
benets that help train future workers with creative proles, who
will be able to offer social and economic growth to society. They
are also tools that bring students and teachers closer together
when face-to-face attendance is not feasible.
9- Google
Scholar
Hernández
Lugo (2024).
VR technologies have the potential to enable educational
content and teaching tactics to be adjusted, allowing student
learning to be individualized. For example, in the educational
area, digital wellness applications have been integrated to help
provide emotional and psychological support to students, which
facilitates an inclusive and empathetic educational environment.
Artículos • Brenda-Isabel Murrugarra-Retamozo
• 179 •
10- Scopus Gómez Rodrí-
guez & Buitrago
Reyes (2024).
It is known that VR technologies provide valuable experiences
for the instruction of students with an inclusion factor. This
makes it necessary to continue improving the educational
conditions of students with disabilities, so that their learning is
aligned (in equity) with that of students without disabilities.
11- Scopus Ceccacci et al.
(2024).
VR technologies have a reputation for being developed from
a tactical perspective to improve students’ social, educational,
cognitive, and motivational skills. For example, in the case of
students with dysgraphia, the use of VR will make them aware
of their academic progress from an early age. If such skills are
reinforced, students will be able to actively and consciously
engage in their learning process, which will have the potential to
develop serenely to achieve academic goals that they otherwise
would not be able to. In addition, the technological scenario
provided by the implementation of VR for the educational sector
has the advantage of going hand in hand with the principle
of distributed educational responsibility (which includes the
educational institution, family members, society, and agents that
promote inclusive education).
12- Web of
Science
Tene et al.
(2024).
Immersive VR technologies are guaranteed to transform STEM
education in terms of increasing the level of student partici-
pation and productivity. In addition, if educational experts and
researchers continue to develop VR technologies with a focus
on inclusion, exibility, and ethical aspects, STEM education
can become more dynamic, individualized, and efcient.
VR technologies, such as the metaverse, have been found to promote the integration
of students with disabilities. An example of this is virtual classrooms where students
with visual or hearing limitations can interact (Prakash, 2023). This is because VR
has an inclusive approach that helps all students to participate in classes without
distinction (Verdugo Guamán & Ramón Pacurucu, 2024). It is precisely this inclusive
characteristic of VR that, therefore, leads to its continued use in the educational
area, serving to achieve equitable teaching for those with special needs (Gómez
Rodríguez & Buitrago Reyes, 2024). Such ndings are consistent with what Navas
Bonilla et al. (2025) expressed regarding the fact that learning technologies generate
a change in the educational environment, making it more inclusive and closer to the
different student contexts. Therefore, it can be said that interactive VR technologies
make it possible to close the gaps that exist for people with disabilities, allowing their
learning on equal terms. This also makes it possible to reinforce the capabilities of
each student in the educational sector, which are varied.
Likewise, it has been noted that an important advantage of VR technologies is that
they promote personalized learning, allowing students with disabilities or in different
contexts to learn with them at their own pace (Morales Caguana, 2024). Added to
this is the ability of these tools to adjust academic content considering the diversity
of students (Urquizo Esparza et al., 2024). Another advantage found is that these
technologies serve to improve educational strategies, adding, for example, emotional
support, which fosters an empathetic environment (Hernández Lugo, 2024). According
to Marougkas et al. (2023), this is good, since when individualized approaches to
virtual spaces are designed and executed, students have the option of acquiring more
effective learning. And to achieve this, the preferences, tastes, abilities, and needs of
each learner must be considered. The consequences of the aforementioned will make
students develop learning with positive results, which will increase their cognitive
abilities, reinforce their educational experience, and discard the disappointments that
the traditional educational system can bring.
Anduli • Revista Andaluza de Ciencias Sociales Nº 29 - 2026
• 180 •
Next, it has been found that the immersive and imitative capabilities of VR environments
help students relate to various socio-cultural contexts, which promotes an empathetic
knowledge of the different realities that exist (Moreira Parrales et al., 2024). In addition,
thanks to the pedagogical aptitude of VR technologies, students can practice how in
the future it would be to interact in real scenarios, being ready to face the real world
(Alemán Arróliga, 2024). Thus, it is these strategic characteristics of VR that will help
students to perform optimally socially, interpersonally, and educationally. Additionally,
the personalized characteristics of such technologies will allow students to measure
and be aware of their academic progress. However, to achieve all this, it is necessary
to involve families, teachers, and society, who are key players in the promotion and
implementation of inclusive education with technologies (Ceccacci et al., 2024). This
is consistent with Urhan & Akpinar (2024), who point out that students who use VR
technologies perceive that their knowledge is durable, because interacting with such
tools makes them feel as if they were interacting in the real world. This leads to the
conclusion that VR applications have a favorable effect on education, encouraging
students’ interest in courses. Therefore, it would be good to continue studying the
impact of such technologies on students’ attitudes.
Another nding is that the implementation of VR technologies in learning increases
the levels of efciency and stimulation, with students feeling more eager to study
the courses developed with these technologies. As a result, courses that incorporate
these technologies become more versatile and interesting (Guaillas Guaillas, 2024).
For example, in STEM education, VR technologies are a great advantage because
they help to make courses more dynamic, exible, and easier to understand (Tene
et al., 2024). Also, according to Paredes Córdova (2024), the reason why courses
become dynamic is because of the immersive characteristic of VR, which makes
students with different abilities feel comfortable to learn and develop their creative
potential as future professionals. This nding is similar to that of Rodriguez (2024),
who points out that VR technologies and the active teaching perspective promote
the dynamic participation of students, which helps foster their creative and conict
resolution skills, as well as promote teamwork.
Table 7. Challenges of VR Technologies in Inclusive and Participatory Education
ID/Database Authorship Contribution
1- Google
Scholar
Chinchilla
Fonseca et
al. (2024).
There is still a lack of clear ideas about how the metaverse works, and
there is a need to raise awareness of its potential as an educational
tool. Therefore, it is important to educate teachers and students about
its use, ensuring that its incorporation serves to meet the variety of
users with an inclusive approach, and that it allows these students to
become competitive in the future in the working world.
2- Google
Scholar
Barrera
Andrade et
al. (2023).
To assist the learning of students with ASD, a web browser and virtual
environment called ZAC Browser has been created. To see if this tool
is effective, a series of follow-up and monitoring activities would need
to be carried out.
3- Google
Scholar
Dávila Pan-
duro (2024).
The development of VR tools in education presents challenges such
as ethics in the use of personal data and equitable access. In addition,
another challenge is related to the competencies of teachers in the use
of VR tools, since it has been found that they require training for their
application in the academic environment.
4- Google
Scholar
Vidal Turru-
biates et al.
(2024).
Although VR is shown as a tool capable of making traditional education
more effective, its incorporation challenges include equitable access
and teacher training. Therefore, it is imperative to develop a strategic
plan that analyzes the application of these tools to create inclusive and
participatory educational spaces.
Artículos • Brenda-Isabel Murrugarra-Retamozo
• 181 •
5- Google
Scholar
Merchán
Freire &
Valero Díaz
(2024).
The costly purchase and maintenance of VR equipment and software
are limitations for its implementation in the educational environment.
In addition, the scarce technological infrastructure that educational
institutions have prevents students from beneting from innovative
ways of learning. Such a context increases educational gaps.
6- Google
Scholar
Peña Sal-
darriaga &
Cuzco Silva
(2023).
Implementing VR in education has several technical and accessibility
challenges that need to be addressed to ensure efcient and equitable
learning. This is because VR promises to improve educational
experience for students with disabilities. For example, VR glasses
have received design suggestions to make them more accessible and
affordable for students with motor impairments. However, education
in VR environments also has several quality challenges, which, if
not addressed, can end up being a factor of exclusion. Therefore,
suggestions have emerged such as considering the variety of students,
their contexts and abilities, to ensure that the virtual educational
materials are according to their needs, and thus ensure quality
education.
7- Scopus Veytia
Bucheli et al.
(2024).
If educational principles and learning goals are not followed, the
incorporation of technological devices in education will not prosper,
and therefore, the instructional process of students will be hindered. It
should be considered that technologies were not primarily conceived
with an educational factor in mind but had to be adjusted to this sector
because of the benets they have provided in other areas. Therefore,
the technologies designed for learning must meet academic objectives.
In this scenario, the educational area should support the creation of
technologies based on the principles of universal learning design,
which should be oriented to achieve pedagogical goals and meet
student requirements. Along these lines, the educational system must
prioritize that the teaching of students and the support to teachers
are given in conjunction with the implementation of technological
infrastructures.
8- Web of
Science
Krishnan et
al. (2024).
An issue of concern regarding access to VR technologies is economic
inequality, which prevents low-income students from beneting from
these technologies. This problem will mainly affect the education
of low-income students, who will not be able to engage in learning
sessions. This dilemma should be addressed by the authorities through
the design of public policies, which should focus on providing access to
these technologies to low-income students.
9- SciELO Kocasaraç
& Mlotshwa
(2024).
Teachers have a basic understanding of VR applications in the learning
environment, which could be used to design a user agenda to ensure
the professional competence of these teachers and to disseminate
policy regarding the use of VR in education.
10- SciELO Villalobos
López
(2024).
Before integrating VR devices into educational environments, it is
necessary to examine the specic characteristics of students and
teachers, as well as all the areas involved in the educational process.
This will determine the viability of their adoption.
11- SciELO Naude &
Sutherland
(2024).
VR offers students the opportunity to develop their thinking with a
more innovative component. VR also improves the quality of education
because students will develop more innovative and analytical thinking.
12- SciELO González
Bracamonte
et al. (2023).
Since VR is an innovative tool, it is essential to continue researching
its benets and capabilities, not only as a tool to help assess student
learning, but also as a tool to intervene in the intellectual, social, and
behavioral processes of students with ADHD.
It has been found that, although the characteristics of VR technologies can contribute
to the education sector, some argue that there are still vague notions of how the
metaverse would serve in education. Therefore, it is important to raise awareness
Anduli • Revista Andaluza de Ciencias Sociales Nº 29 - 2026
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among students and teachers regarding their use and how they can contribute to an
inclusive education and be an instrument that enhances students’ skills to face the
world of work (Chinchilla Fonseca et al., 2024). In this regard, Villalobos López (2024)
mentions that for VR technologies to be implemented, it is rst necessary to evaluate
the demands and needs of students and teachers to see how their incorporation
is feasible. Vidal Turrubiates et al. (2024) are of a similar opinion, stating that it is
necessary to design a plan to train teachers in the use of these technologies and to
improve accessibility.
This would be feasible to achieve since teachers have elementary knowledge
about VR applications, which could help to develop a more compact guide to these
technologies in the educational environment (Kocasaraç & Mlotshwa, 2024). These
ndings are consistent with those of Abimbola Eden et al. (2024), who have stated
that, to encourage virtual education with an inclusive and cooperative approach, a
synergy is needed involving teacher intervention, the design of an inclusive curricular
strategy, the implementation of valuable deliberations, the contribution of positive
observations, and the constant training of teachers. This multifaceted perspective
will enable teachers to create rewarding experiences for students to succeed
academically, socially, and in the workplace.
In addition, it has been found that there are VR applications created for students with
ASD to use them, and the challenge here would be to address whether these devices
are useful to improve the learning of these students; therefore, after their creation, it
would be good to evaluate their usefulness (Barrera Andrade et al., 2023). It is also
important to analyze whether the personal data of students using VR technologies
is being protected, which is aligned with an ethical use (Dávila Panduro, 2024).
The latter coincides with the study by Kulal et al. (2022), who expressed that in VR
technologies, there is an exposure of the personal data collected.
This data can be used to identify who the users are and deduce more information
about them, which can constitute a risk to the right to privacy. However, there are
several ways to solve this exposure of information, such as the use of encryption
mechanisms, communication of how the data is being used, and effective application
of personal data protection regulations. According to Murrugarra Retamozo (2024c),
it would be essential to establish ethical and regulatory strategies to obtain user
consent and protect their privacy, preventing digital dangers and unauthorized access
to any sensitive information circulating on digital platforms (Murrugarra Retamozo,
2022; Murrugarra Retamozo, 2024d; Murrugarra Retamozo, 2023).
In addition to the above, a limitation and challenge to overcome regarding the
implementation of VR technologies in education is how expensive it would be to
acquire the equipment and take care of it. All of which maintains the gaps in education
(Merchán Freire & Valero Díaz, 2024). Yong & Arya (2023) agree, pointing out that VR
tools are often not accessible because they do not have adequate parameters to be
applied in these contexts. Given the above, Krishnan et al. (2024) indicated that it is
true that these economic gaps exist.
However, it is time for the solution to be thought out through the creation of public
policies aimed at ensuring that technologies are accessible to the most disadvantaged
students. For their part, Peña Saldarriaga & Cuzco Silva (2023) established that
the most notorious challenges regarding the implementation of VR technologies in
education involve technical issues, such as the scarce technological infrastructure,
which, if not solved, will generate exclusion rather than inclusion. Therefore,
these challenges must be addressed by thinking about the implementation of VR
Artículos • Brenda-Isabel Murrugarra-Retamozo
• 183 •
technologies according to the characteristics and needs of each student, without
neglecting that the design of VR devices must be of high quality.
Finally, it has been proven that with the use of VR technologies, students can develop
more critical and innovative thinking (Naude & Sutherland, 2024). Thus, Veytia
Bucheli et al. (2024) have suggested that for the implementation of VR technologies
to prosper in the educational sector, the principles of universal learning design should
be followed. This involves matching the academic curriculum, educational objectives,
and teacher training with the modernization of the technological infrastructure of each
educational institution; this will make teaching with VR technologies simpler and more
feasible.
Although throughout the study it has also been conrmed that, due to the novelty of
VR technologies, more studies are required on their advantages in the educational,
social, and behavioral domains of students (González Bracamonte et al., 2023). For
the time being, it will be important to focus on ensuring that the design of these tools is
consistent with teaching that prioritizes their constant evaluation. To this end, it would
be essential that, after their application in the educational eld, students’ opinions are
collected, which would allow teachers to know the needs of their students at the time
of learning, and thus be able to undertake the necessary improvements (Niu et al.,
2021).
4. CONCLUSIONS
Since the objective of this study is to examine the implications of VR technologies
in participatory and inclusive learning, including their benets and challenges, the
research ndings are presented below.
VR technologies promote educational inclusion and participation, allowing students
from different backgrounds and characteristics to learn on equal terms. This is
because VR technologies can adapt academic content according to students’
needs. In addition, such technologies allow improving educational tactics, which will
make students learn more effectively and overcome the shortcomings of traditional
educational systems.
Due to the immersive capability of VR technologies, students can understand different
contexts, which will serve them in the future when they must interact and participate
in the real world. Also, due to the personalized feature of such technologies, students
are more motivated to learn, as courses become more dynamic. This is particularly
benecial for students with special abilities because it allows them to actively
participate in classes and develop their cognitive abilities.
Among the challenges of implementing VR technologies are the need to train teachers
on their use, which will help to teach students how these technologies can be useful
in the academic, social, and working world. Another challenge would be to evaluate,
after implementing these technologies, whether they are serving as tools to promote
inclusion, i.e., whether students are learning with them according to their needs and
demands. It is also essential to examine how the personal data of students who
access these technologies is being collected and to adapt mechanisms to protect the
privacy of the information.
There are limitations such as affordability and accessibility, which means that VR
technologies cannot be acquired because of their high cost or because the technical
Anduli • Revista Andaluza de Ciencias Sociales Nº 29 - 2026
• 184 •
educational infrastructure is not adequate. Therefore, it would be important to create
a plan that advocates VR technologies to be designed according to the different
economic and social contexts of students. Also, as it has been proven that these
technologies promote the development of inclusive education, innovative and
participatory thinking in students, it is imperative that, when developing them, the
principles of universal learning design are considered. This, without neglecting
periodic evaluations on the usefulness and efciency of VR, takes into account the
opinions of students, teacher intervention, and even those of families.
5. PERSPECTIVES AND FUTURE LINES OF RESEARCH
Future research could explore four key areas: A) Evaluating the long-term impact
of VR on reducing educational disparities, considering different socioeconomic
contexts. B) Analyzing how the integration of VR can be combined with other inclusive
technologies, such as adaptive articial intelligence, to enhance personalized learning.
C) Investigating ethical and regulatory frameworks that guarantee data protection and
equitable access, ensuring that technological innovation does not reproduce existing
inequalities. Finally, D) further research is needed on the specic role of VR in teacher
training, exploring how these immersive experiences can strengthen pedagogical
skills, promote active participation, and create more inclusive and collaborative
learning environments.
Authors’ contribution
The conceptualization, methodology, software, validation, formal analysis, research,
resources, data curation, writing – original draft, writing – review and editing,
visualization, supervision, and administration of the project were carried out by
Brenda Isabel Murrugarra Retamozo.
Funding
The research was carried out without external funding.
Conicts of interest
The author declares that she has no conicts of interest.
Data availability
The data supporting this study’s ndings are available in the article. URLs are
available in the references section.
Statement on the use of AI
It is declared that articial intelligence (LLM language model) was used solely and
exclusively to generate the Boolean operator formulas listed in Table 5 (Data Search
Plan) to optimize the bibliographic search strategy. Following this, the construction of
the operators was manually reviewed to ensure they were correct and relevant. No AI
tools were used to generate textual content or alter the writing style.
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