Abstract:

In the face of declining student engagement and interest in STEM subjects, the VR4Chemistry project introduces a transformative approach to chemistry education by integrating immersive Virtual Reality (VR) environments into classroom teaching. Funded under the Erasmus+ programme, VR4Chemistry aims to make abstract chemical concepts more accessible and engaging for secondary school students across Europe.

This paper presents the pedagogical framework and technological architecture of the VR4Chemistry platform, which includes interactive VR modules designed to simulate complex molecular structures, chemical reactions, and laboratory experiments. Through a user-centered co-creation process involving educators, students, and technology experts, the project has developed a curriculum-aligned educational toolkit that supports experiential learning and fosters scientific curiosity.

We will share insights from the development phase, highlight the integration of VR content with inquiry-based learning methodologies, and discuss preliminary feedback from pilot implementations in partner schools. Initial findings suggest a significant increase in student motivation and conceptual understanding when compared to traditional teaching methods.

By promoting equity in access to innovative science education and enhancing digital competences of teachers, VR4Chemistry contributes to the broader goals of digital transformation in European education. The paper concludes with reflections on the challenges of implementing VR in schools and recommendations for future integration of immersive technologies into STEM education.

Keywords:

Virtual Reality, Chemistry Education, STEM, Immersive Learning, Erasmus+, Educational Innovation, Digital Transformation.