Abstract:

This project introduces an innovative approach to developing communication competencies among pre-service teachers through a Virtual Reality (VR) simulation program. Typical teacher education programs do not provide students with opportunities to experience authentic interactions with parents due to privacy restrictions and the sensitive nature of such situations. Our project offers a controlled, immersive learning environment that enables future teachers to engage in practical exercises and gain direct, personal experience of conducting difficult conversations with parents in realistic contexts.

The program combines a several-hour preparatory module with a series of VR training sessions. The preparatory component is based on active exercises and provides a theoretical foundation in interpersonal communication, assertiveness, and emotional regulation in teacher–parent relationships. Building on this foundation, the VR simulation exposes participants to challenging, emotionally charged scenarios featuring professional actors performing as parents. Each scenario has been carefully scripted to reflect real-life situations, such as addressing concerns about a student’s behavior, school performance, or emotional well-being. Through these immersive experiences, participants learn to recognize different parental communication attitudes and to formulate responses that are both assertive and empathetic.

A central innovation of this training tool is its safe and adaptive learning environment, where participants can make mistakes and immediately observe the consequences of their communication choices. The virtual parent responds dynamically to the teacher’s statements, providing instant feedback that fosters reflection and self-correction. This approach parallels the use of VR simulations in high-stakes professions such as medicine and aviation, where experiential learning is essential but real-world errors carry significant risks. By transferring this model to teacher education, we aim to enhance the effectiveness, realism, and emotional engagement of training in communication skills.

To evaluate the program’s educational value, we conducted an evaluation across four universities that train pre-service teachers. The study included pre- and post-tests measuring participants’ knowledge and skills, as well as surveys assessing their subjective opinions about both the preparatory module and the VR training. The test results indicated a significant increase in knowledge and communication competencies following participation in the program. The survey analysis explored participants’ perceptions of realism, emotional engagement, and perceived learning outcomes. Findings show that students valued the opportunity to practice authentic conversations in a risk-free environment and reported increased confidence, self-awareness, and readiness to manage complex interactions with parents. Participants highlighted that VR scenarios provided a depth of experience not achievable through traditional role-playing in class or during school placements.

The results of the evaluation suggest that immersive technologies can meaningfully enhance communication training by promoting professional resilience among future teachers. This approach has the potential to become a valuable complement to existing teacher education curricula, enabling experiential learning that bridges the gap between theoretical preparation and real-world professional challenges.

Keywords:

Pre-service teacher, VR, technology, communication, simulation.