Application of Immersive Virtual Reality in the Training of Future Teachers: Scope and Challenges

Abstract

Introduction: The integration of Immersive Virtual Reality (IVR) into teacher education is a significant innovation that can enhance the learning and practical training of future teachers. IVR enables highly interactive, immersive experiences in simulated educational environments where student teachers confront realistic classroom challenges. The objective was to synthesize how IVR is implemented in the training of future teachers and its level of effectiveness, in order to develop recommendations for practice and identify potential barriers to implementation. Method: A systematic review was carried out following the PRISMA model. A total of 1677 articles published in the Web of Science, Scopus, and SciELO databases were reviewed between 2021 and 2025, with 13 articles selected for analysis. Results: The reviewed articles highlight Immersive Virtual Reality (IVR) as a virtual tool that facilitates the training of future teachers. Among its most common applications are the use of virtual and augmented reality for conflict resolution, classroom management, and teacher adaptation. However, its implementation is limited by access to equipment, scenario development, and integration into university institutions. Conclusions: There is converging evidence that supports the strengths of using IVR as an emerging technology in teacher training, offering facilitating elements for the development of pedagogical competencies through the simulation of practical situations in a safe environment. Thus, this review summarizes recommendations for practice and warnings about implementation barriers, identifying the most potential uses and proposing actionable steps for its phased adoption in initial teacher training.

1. Introduction

The practical training of pedagogy students in Chile is closely linked to the Pedagogical and Disciplinary Standards for Pedagogy Careers established in the Ministry of Education (MINEDUC) [1]. These establish the knowledge, skills, and attitudes that future teachers are expected to master by the end of their teacher training [2], developing a national framework of pedagogical, disciplinary, and attitudinal competencies that a teacher must acquire at the end of his university training [3,4]. In this regard, the development of training experiences that generate practical knowledge is of vital importance, as they bring students closer to educational reality and the pedagogical tasks, along with the training challenges this entails [5]. In this sense, even when these standards respond to a specific context, they are supported and supported by international frameworks on teacher competences promoted by organizations such as the Organization for Economic Cooperation and Development (OECD) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) [6,7,8], which integrate guidelines to strengthen the comprehensive preparation of teachers from theoretical and practical perspectives for their professional career. This international framing underscores the need for practice-oriented, low-risk environments where complex classroom decisions can be rehearsed before school placement.

From a theoretical–practical reflective point of view, the use of technological resources is a valuable pedagogical tool that encourages and facilitates the application of skills acquired during the training process, allowing students to practice in simulated and immersive environments in a safe manner before facing the reality of work in the classroom [9,10]. In this sense, one strategy that contributes to theoretical–practical training is the use of pedagogical cases born from legal and medical training that permeate the context of teacher training to enhance the way in which a dilemma is posed and resolved and motivate students to determine, justify, and reflect on action plans applied in the classroom [11,12]. In this regard, this approach is supported by the internationally recognized term case-based learning (CBL), also known as pedagogical cases, which presents a practice-centered narrative, an explicit decision point, and guided reflection. These are developed collaboratively by students using the competencies acquired throughout their training, as they identify various problems, propose solutions, and engage in constant reflection [11]. One of its characteristics is that it encourages collaboration among students [13], promoting discussion and the exchange of ideas that address problems that are jointly identified in relation to their pedagogical practice [14,15]. In addition, the methodological value that teachers attribute to the use of these cases is fundamental, as well as their ability effectively integrating them into the teaching–learning processes in a practical and reflective way [16]. This raises the need to explore strategies to maximize educational potential through the use of pedagogical cases in initial teacher training (FID). In initial teacher training, CBL supports diagnostic reasoning and decision-making, whereas IVR extends CBL by presenting the same dilemmas as first-person, time-pressured simulations, while preserving the learning objectives and assessment rubrics. In short, case-based approaches provide structured dilemmas, allowing for collective reasoning and guided reflection; when delivered in immersive settings, they can better connect reflection with situated instructional action.

In this scenario, the use of Virtual Reality (VR) in university education for learning acquisition has emerged [17,18,19]. This type of technology facilitates the development of immersive experiences that simulate physical spaces through virtual environments and can be applied in various university disciplines, including pedagogy programs [20]. In line with the above, the integration of Immersive Virtual Reality (IVR) technologies into the development of pedagogical cases [13] represents a significant innovation that can further enhance the learning and practical training of future teachers [21,22]. In this sense, Ref. [21] notes that IVR offers a highly interactive and immersive learning experience, allowing pedagogy students to virtually immerse themselves in simulated educational environments and confront realistic situations that reflect the challenges of the teaching profession. It also improves knowledge retention, engagement, and problem-solving skills [23]. However, although the positive effects of IVR have already been demonstrated by the literature, it is still an incipient field that lacks specific analyses that integrate its application in initial teacher training. IVR can be used as an evaluation tool in the teacher training process [24]. Students can be assessed in real-time as they interact with virtual environments, allowing teachers to observe their pedagogical skills, decision-making, and ability to cope with complex situations [25]. This assessment based on the IVR provides immediate and detailed feedback that helps students improve and develop their teaching competencies [26], so the IVR represents an innovative framework for action in initial teacher training [27]. In teacher education, the pedagogical value of IVR rests on three affordances: the immersive rehearsal of complex events, the structured observation of classroom cues, and guided reflection aligned with program standards. However, previous reviews have largely aggregated findings without offering practical guidance for initial teacher training; this review can contribute to addressing this shortcoming.

Incorporating IVR into the training of pedagogy students represents a significant advancement in the development of innovative and high-quality education [28], aimed at promoting greater progress in the acquisition of both theoretical and practical knowledge. According to [27], the use of IVR contributes to five key improvements. First, it enriches the training process of pedagogy students, offering a novel, easy-to-use, and more effective method that supports knowledge retention and skill acquisition within a protected teaching-practice environment [29]. Second, students can participate in virtual scenarios that simulate classrooms, school settings, or specific teaching situations. Third, it allows future teachers to confront challenges and dilemmas similar to those they will face in their future professional practice. Fourth, this virtual immersion enables students to explore various teaching strategies and make decisions in real time. Finally, it allows them to experience the implementation of various actions within a safe and controlled environment. In addition, IVR also offers the opportunity to personalize each student’s learning experience, through the use of adaptive virtual environments and interactive scenarios [29,30,31]. In this way, students can face specific educational situations that fit their interests, needs, and areas of specialization, such as situations pertaining to accessibility and inclusion, providing the ability to work with people with reduced mobility through virtual environments, hospital classrooms, and rehabilitation centers, among others [28,32]. This allows for more enriching, active, diverse, and personalized student-centered training, which increases motivation and commitment to learning [26].

Additionally, IVR facilitates collaboration between peers in the creation, analysis, and resolution of pedagogical cases. Students can work together in shared virtual environments, where they collaborate on identifying and solving problems, discuss different pedagogical approaches, and share ideas and resources interactively [33]. This virtual collaboration fosters the exchange of knowledge and experiences among students, promoting deeper and more meaningful collaborative learning [34].

The integration of IVR into the practical training of future teachers presents challenges, such as access to specialized hardware and software, as well as adequate training and specialization of both academics and students in the use of the technology [35]. In addition, it is necessary to ensure that the virtual scenarios are authentic and relevant to teaching practice and that they adequately reflect the diversity of educational contexts [36]. From this perspective, the use of IVR in the practical training of pedagogy students represents an opportunity to enrich both learning and teaching practice.

In this context, this systematic review contributes to the scientific field by focusing on teacher training processes, identifying the work models and the methodological aspects applied in the published literature and how the use of IVR as a training strategy is contrasted with traditional methods. This allows for an updated analysis that could guide educational policies at the local and international levels. So, the application of Immersive Virtual Reality in the training of future teachers is an emerging tool that is gaining increasing relevance in the educational field [37,38,39], which leads to the following research question.

The question posed in this review was formulated using the PICO model (Population, Intervention, Comparison and Outcomes), which has been widely recommended in systematic reviews as a means of structuring the key aspects in a research question. In this case, the population is composed of teachers in training, the intervention consists of the application of the IVR, the comparison is established between the use of IVR and traditional training methods and the results are defined according to the methodological aspects of the studies analyzed. Consequently, the following question arises: “How is IVR used in initial teacher training, with what pedagogical objectives, and with what level of effectiveness? What recommendations for practice and barriers to implementation emerge across the board?”.

2. Materials and Methods

This systematic review was carried out following the PRISMA criteria (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) [40]. We implemented the complete PRISMA 2020 checklist to verify transparent reporting across all sections, including the title, abstract, methods, results, and discussion (see Supplementary Materials). In addition, the protocol of this study will be registered in the international database PROSPERO (International Prospective Register of Systematic Reviews) (ID = CRD420251086852) [41], with the aim of collecting and analyzing scientific knowledge regarding studies on the application of Immersive Virtual Reality in the training of future teachers. This study involved an exhaustive examination of the available knowledge and an evaluation of the existing evidence in this specific area of study. To this end, a search was conducted for empirical research published in the Web of Science (WoS), Scopus, and SciELO databases. These publications were then reviewed, analyzed, and classified for subsequent analysis.

2.1. Search Strategies

The search was limited to research articles published in English or Spanish, using the appropriate Boolean keywords and the operators AND and OR (“Student teachers” OR “Teacher education and Virtual Reality” OR “Virtual Classrooms” OR “Virtual learning” AND “University education”) (

Table 1. Database search strategy.

Databases	Search Strategy	Limits	Items Found	Selected Articles
Web of Science Scopus SciELO	“Student teachers” OR “Teacher education” AND “Virtual Reality” OR “Virtual learning” AND “University education”	Language: English and Spanish Publication date: 2021–2025	1677	13

Note. Own elaboration.

). The inclusion criteria for article selection were as follows: (a) the article had to be empirical research published in a journal indexed in the WoS, Scopus and/or SciELO databases; (b) it had to be published within the last five years (2020–2025); (c) it had to report research applied in a university context.

2.2. Data Extraction and Bias Reduction

For the review process, four researchers from the field of education participated in the final selection of scientific articles. To carry out this task, the Rayyan platform—designed to support the systematic review process—was used, facilitating the initial selection of abstracts and titles and enabling a semi-automated, collaborative, easy-to-use, and intuitive process [42]. The initial search and compilation of data yielded 1677 research articles, according to the established inclusion criteria. Next, the databases were cleaned by removing duplicate articles (n = 7). Titles and abstracts were then reviewed, and 1624 articles were excluded for not aligning with the research objective. An additional 33 were excluded after full-text review (Figure 1). In the end, 13 articles were selected and analyzed, with a synthesis of the key aspects presented: authors/year, title, sample/participants, and conclusions. The data summary table was reviewed by two researchers, who drew conclusions based on the summarized information to facilitate the interpretation of the findings.

2.3. Evaluation of the Quality of Selected Articles

After the final selection of the scientific articles, the Scale for Evaluating Scientific Articles in Social and Human Sciences (EACSH) by [43] was applied. This instrument evaluates articles using 21 items distributed across eight dimensions: (1) summary; (2) introduction; (3) methodology; (4) results; (5) discussion; (6) references; (7) appendices; and (8) style and format. The evaluation criteria are measured on a 5-point scale: 1 = very low level; 2 = low level; 3 = medium level; 4 = medium–high level; and 5 = very high level. EACSH cut-off scores are as follows: 1–21 (very low level), 22–42 (low level), 43–63 (medium level), 64–84 (medium–high level), and 85–105 (very high level).

3. Results

The synthesis of the results of the 13 studies (2022–2025) on the use of IVR in the training of future teachers shows that VR significantly enhances pedagogical skills related to conflict resolution and classroom management. University instructors also perceive its use favorably, particularly in STEM and language education, due to the greater scientific development observed in these two areas within the field of teacher training using IVR. However, most of the studies reveal gaps in the use and management of these technologies in pedagogical contexts. Regarding the sample sizes in quantitative studies, an average of 39 participants was reported—which is considered a relatively small sample size. Furthermore, the use of variables such as gender or age was not restricted, highlighting the need for longitudinal and larger-scale intervention studies to consolidate the findings in this area of research (

Table 2. Description of selected studies.

Author/s Year	Title	Sample	Conclusions
[44]	Virtual reality to assess classroom management competence: a study on conflict management.	39 pedagogy students from eight disciplines at two Spanish universities.	This research suggests that future teachers must develop flexibility in classroom management, adopting a proactive approach and adapting strategies to different contexts and disruptive behaviors.
[45]	Immersive Virtual Reality to improve competence to manage classroom climate in secondary schools.	162 pedagogy students from various disciplines (109 women, 53 men); average age: 27 years.	The findings confirm deficiencies in classroom conflict management skills among future secondary school teachers and support the need for training and practice in this skill. Furthermore, they reveal the potential of the VC IVRE Didascalia for teaching how to manage simulated conflict situations.
[24]	Development and implementation of an IVR-based assessment system for student teachers’ professional vision.	24 pedagogy students from various disciplines (66.67% women); average age: 21.6 years.	In the field of teaching, the assessment processes and results collected by the system can provide important information to improve the perception and interpretation skills of student teachers.
[46]	Exploring pre-service teachers’ intentions of adopting and using virtual reality classrooms in science education.	83 students enrolled in the Teaching Methodology and Internships module (42.2% women, 57.8% men); average age between 26 and 30 years.	Preservice teachers demonstrated a high level of intention to use virtual reality classrooms for their microteaching practice and in their future careers. However, their intentions were found to be primarily influenced by perceived social pressure and self-efficacy regarding the use of VR technology.
[47]	Valuing immersive technologies and STEM focus in initial teacher training.	554 participants completed a questionnaire, and a subsample of 58 students participated in the creation of immersive educational resources using the CoSpaces platform.	There is great interest among future teachers in the use of various emerging technologies and their significant potential, especially immersive technologies. This demonstrates that their integration into educational environments can improve motivation, engagement, and content comprehension, in addition to promoting more immersive and meaningful learning experiences.
[48]	ELT Student Teachers’ Acceptance and Knowledge Base of Integrating Virtual Reality into Task-Based Contexts.	26 English pedagogy (ELT) students.	The findings indicated students’ acceptance of VR-based speaking tasks, based on their overall positive perceptions of VR, and confirmed their existing pedagogical knowledge about task engagement. However, their concerns regarding the effectiveness of VR-based speaking tasks were influenced by their insufficient TPACK.
[49]	Self-efficacy beliefs in Spanish pre-service teachers: a microteaching case study using immersive virtual reality.	27 future English language teachers enrolled in a master’s program at the University of Las Palmas de Gran Canaria.	The quantitative analysis showed high reliability across all three dimensions of the TSES: instructional strategies, classroom management, and student engagement, with significant posttest improvements in teaching strategies. The qualitative analysis highlighted the importance of these dimensions, along with the innovative use of iVR.
[50]	Metaverse Technology for Teacher Training Programmes in Higher Learning Institutions: Perceptions of Teacher Trainees.	300 pedagogy students.	The findings reveal a generally positive perception of the metaverse as an innovative and engaging learning environment that can enhance interactivity, collaboration, and real-world simulation in teacher training. However, concerns were raised regarding the technical challenges, learning curve, and potential distractions associated with the metaverse.
[51]	Virtual Reality as the Catalyst for a Novel Partnership Model in Initial Teacher Education: ITE Subject Methods Tutors’ Perspectives on the Island of Ireland.	50 Initial Teacher Education (ITE) subject method tutors.	While most tutors in ITE subject methods displayed an open and willing attitude toward adopting VR in the future, they identified several systemic issues that must be addressed first. These include the disconnect between the innovative pedagogical practices presented in university modules and the stark reality of technological deficits in some classrooms; the pedagogical and resource-based “readiness” of ITE tutors to integrate VR into their subject-specific teaching; and the need for curriculum-focused VR resources for use in school.
[52]	The effects of TPACK and facility condition on preservice teachers’ acceptance of virtual reality in science education course	406 prospective teachers from Indonesian universities.	This study demonstrated a significant positive relationship between PU (perceived usefulness), PEOU (perceived ease of use), and BI (behavioral intention). According to the results, TPACK (technological pedagogical content knowledge) also influenced PEOU. Another contribution was the relationship between FC (installation condition) and TPACK/PEOU.
[53]	Preparing teachers for the future: Microteaching in the immersive VR environment.	7 undergraduate and 5 graduate students from a Korean university.	The results showed that not only teachers’ technological knowledge, but also their pedagogical knowledge about technology use and confidence in teaching, affected technology integration.
[54]	Classroom management competency enhancement for student teachers using a fully immersive virtual classroom	55 prospective teachers from the University of Würzburg.	The findings of this study reveal that the BBB generates positive learning in terms of CM (classroom management) skills. It improves and develops the CM skills of future teachers. Students who used the BBB (Breaking Bad Behaviors) in the seminar increased their theoretical knowledge, but without significant differences compared to the comparison group. However, the BBB generated a significant improvement in CM skills compared to a seminar with video and role-playing.
[55]	Virtual Reality in Initial Teacher Education (VRITE): a reverse mentoring model of professional learning for learning leaders	20 university educators and 20 student teachers.	This study supports the idea that novice teachers need role models for the use of digital technology at two levels: UEs modeling how technology can be used effectively in subject teaching, and CTs acting as role models and mentors for STs in integrating technology into their subject teaching.

).

In summary, the selected articles (n = 13) in Table 2 reveal that most of them were carried out using a quasi-experimental design, highlighting that the analyses were developed in controlled environments. In this regard, this methodology offers internal validation but lacks generalization of the results. Likewise, as a technological element, the studies used autonomous headsets (example: Oculus); however, there is evidence of a low use of high-end devices, which could influence the quality of the IVR experience. The findings provided by the research also reflect that the samples were small, preventing the generalization of the results and highlighting the overrepresentation of students belonging to advanced levels among the participants, with a low population of students in early levels. This highlights a challenge as the results inhibit the understanding of the impact that the use of IVR has throughout the training process. In this context, it has already been reaffirmed that the use of IVR contributes to students’ motivation, self-efficacy, and decision-making. However, information-collection techniques are based on self-reporting, which could be associated with possible biases that compromise the objectivity of the information.

Regarding the use of IVRs and pedagogical objectives, studies show that they are used for (a) microteaching classroom climate management and conflict resolution; (b) assessing professional perspectives for identifying and making decisions; (c) task-based learning; (d) integrating a STEM approach alongside the creation and use of immersive resources; and (e) using collaborative models. This suggests that IVRs are used in didactics through immersive rehearsals of complex situations, guided observation, and reflection aimed at achieving specific pedagogical objectives. Furthermore, their contribution is enhanced when their use is aligned with training programs, thus favoring their applicability and transfer to actual practice. The results obtained regarding the effectiveness of the IVR implementation in these studies reveal an improvement in classroom management skills, increased self-efficacy, and greater accuracy in detecting critical incidents. Furthermore, participants’ perceptions of it as highly accepted and useful are self-reported, highlighting the need for performance-based evaluations with longitudinal monitoring. This suggests that effectiveness depends primarily on the pedagogical design, and that perceptions should be explored through objective evidence.

Equations

The application of the EACSH scale showed that 100% of the articles achieved a very high level of quality across all established criteria, reflecting both the high methodological rigor of the part of the authors and an editorial commitment to scientific standards. The scale evidences the robustness of the articles in this field of study, supporting the reliability of the reported findings and the validity of the conclusions presented by the researchers (

Table 3. Quality evaluation of selected articles.

Criteria
Studies	1	2	3	4	5	6	7	8	9	10	11	12	13	14	15	16	17	18	19	20	21	Total	Quality
[45]	5	5	5	5	4	4	3	5	5	5	4	4	5	4	4	4	4	5	4	5	5	94	Very high
[44]	5	5	5	5	5	4	5	4	5	4	4	4	5	5	5	4	4	5	4	5	4	96	Very high
[24]	5	5	5	5	5	4	5	5	5	4	4	4	5	5	5	3	5	5	4	5	4	97	Very high
[46]	5	5	5	5	5	5	4	5	5	4	5	5	5	5	4	3	4	4	4	5	4	98	Very high
[47]	5	5	5	5	4	5	4	5	5	4	5	4	5	5	4	3	4	4	4	5	4	96	Very high
[48]	5	5	4	5	5	4	5	5	4	5	4	5	5	4	5	4	5	5	4	5	4	97	Very high
[49]	5	4	5	5	5	3	5	4	5	5	4	5	4	5	5	3	4	4	5	5	5	95	Very high
[50]	5	5	4	5	5	4	5	4	5	4	4	5	5	4	4	5	4	5	4	5	4	90	Very high
[51]	5	5	5	4	5	5	4	5	4	5	5	4	5	4	5	4	5	4	4	5	5	97	Very high
[52]	5	5	5	5	5	4	5	5	4	4	5	5	4	4	5	5	4	5	4	4	5	97	Very high
[53]	5	5	5	5	5	5	5	4	5	4	5	4	5	5	5	4	5	5	4	5	5	100	Very high
[54]	5	4	5	4	5	4	5	5	4	4	5	5	5	5	4	5	4	5	4	4	4	95	Very high
[55]	5	5	4	5	4	5	5	4	5	4	5	5	5	5	5	5	4	5	5	4	5	99	Very high

Note. Criteria reference 1 = title; 2 = authorship metadata; 3 = abstract; 4 = keywords; 5 = introduction, justification, and topic context; 6 = introduction, citations; 7 = objectives; 8 = methodology, study design; 9 = methodology, participants; 10 = methodology, instruments; 11 = methodology, statistical analysis; 12 = results, description; 13 = results, tables, and/or figures; 14 = data analysis; 15 = conclusion; 16 = contribution; 17 = recommendations; 18 = references; 19 = appendices (if applicable); 20 = reference regulations; 21= format.

).

In relation to the methodological quality analysis applied through the EACSH, it is revealed that 100% of the selected studies have a very high quality, which reflects a commitment to scientific rigor on the part of the authors and the editorial processes. In this regard, the scores obtained reflect that the scientific production in this line of research is characterized by solidity in the results obtained, strengthening the validity of the conclusions of this review.

Considering the tables, the IVR demonstrates its greatest potential in classroom management/conflict resolution and professional insight, with high acceptance among participants. Effectiveness depends less on the device and more on the pedagogical design (short sessions, scenario banks with progression, debriefing); there remains a gap in performance-based assessments and longitudinal studies that estimate transfer to practice.

4. Discussion

IVR, when applied in initial teacher training, emerges as an innovative tool for preparing future teachers [26]. To make the purpose of this review explicit, the objective was to synthesize how immersive virtual reality (IVR) is implemented in the training of future teachers, and its level of effectiveness, in order to develop recommendations for practice and potential barriers to its implementation. Based on the research analyzed (2021–2025), common elements are identified regarding how the use of IVR impacts the development of pedagogical and disciplinary competencies, as well as challenges in its effective implementation [53,54,55]. According to [24], IVR offers unique opportunities to practice and assess classroom management virtually, with favorable outcomes in the identification and resolution of conflicts through evaluation. In this regard, the research by [52,56] indicates that virtual scenarios allow for the implementation of various strategies, offering future teachers flexibility in classroom management and in adapting strategies based on context. Likewise, this tool facilitates learning from mistakes, since it provides a safe space where failure does not produce adverse effects, unlike in a real classroom setting. Across the reviewed period, the strongest and most consistent benefits related to classroom management, conflict resolution, and professional perspective based on situational identification and decision-making.

The results of [53], a quasi-experimental pre-test/post-test study, show that the use of IVR leads to the greater development of classroom management competencies compared to traditional methods. This suggests that VR-based environments may offer greater benefits for future teachers. It is important to highlight that our synthesis indicates that these advances are primarily mediated by the pedagogical design (short, goal-focused sessions). In this sense, Ref. [56] states that the acquisition of competencies is linked to self-efficacy—the greater the challenge, the stronger the commitment to growth. Therefore, IVR is seen as a mechanism that enhances performance through challenge, serving as a potential facilitator in teacher training. Consistent with this, implementations that progressively increase scenario complexity and make success criteria explicit tend to show larger effects on self-efficacy and strategy selection.

In relation to the training of future teachers and self-efficacy, Ref. [49] highlights that the use of IVR in micro-teaching activities (simulated and brief teaching environments), can contribute to the self-efficacy of teachers in training, allowing them to practice aspects associated with management, pedagogical practices, and decision-making in the face of specific events that occur in the classrooms, as simulated classrooms showed more favorable results than real classrooms. This finding contrasts with the results of [52], which shows that perceived usefulness and ease of use are closely related to the practical application of IVR, making it a simple technology to adapt for learning. On the other hand, Ref. [53] argues that while these technologies benefit teacher training, their effective use depends on teachers’ technological knowledge and confidence in teaching—factors that influence the integration of IVR into instruction. Similarly, Ref. [48] indicates that although future teachers demonstrate a high level of acceptance and generally positive attitudes toward using IVR—reflecting their pedagogical preparedness—task execution remains limited due to insufficient disciplinary technological–pedagogical knowledge (TPACK). Additionally, Ref. [55] suggests that the successful implementation of IVR as a professional training initiative requires specialized instructors and a bank of thematic examples illustrating the full range of this technology’s possibilities. Finally, Ref. [46] provides a broader perspective, indicating that neither age nor gender significantly shape perceptions and attitudes towards IVR, suggesting that barriers to implementation are primarily pedagogical rather than demographic. Taken together, the cross-study signal is clear: effective IVR use depends on instructor and trainee TPACK, access to a curated scenario bank, and assessment strategies that move beyond self-report.

In relation to the use of IVR as a collaborative model, it enables interaction among university educators, practicing teachers, and future teachers, fostering a more horizontal learning culture. However, this approach requires greater cohesion among institutions, including consistent criteria for evaluation and curriculum development [51,55]. In particular, collaborative mentoring triads (university educators, preservice teachers, and cooperating teachers) can accelerate both technical adoption and pedagogical alignment.

Finally, the studies analyzed present several methodological limitations. First, sample representativeness is a concern, as most studies rely on small or limited samples, making it difficult to generalize their findings. Additionally, there is a limited number of longitudinal studies, with a predominance of exploratory research. This suggests that the field is still in an early stage of development [24,45-51,54], offering numerous opportunities for future research. Therefore, it is suggested that future research (a) adopt longitudinal designs that enhance the objectivity of the data collected, and (b) report on implementation details (session length, fidelity elements, debriefing structure, evaluation rubrics) so that the effectiveness can be replicated in other training programs. By articulating these patterns, recommendations, and barriers across studies, this review provides a practical guide that can contribute to teacher training.

5. Conclusions

This systematic review has shown that IVR is an innovative and powerful technological resource for initial teacher training. The objective was to analyze the main methodological and pedagogical trends in the application of immersive virtual reality in the training of future teachers. In short, IVR is a technological training tool that enhances practical learning by enriching pedagogical skills through simulated virtual reality environments. Likewise, it should be emphasized that the sources reviewed in this study indicate that IVR fosters the development of pedagogical competencies in controlled and safe settings, particularly in areas such as conflict resolution, classroom climate management, and instructional decision-making.

The studies selected and analyzed mostly correspond to quasi-experimental studies, focused on perceptions and self-efficacy, considering the use of headsets (Oculus, Quest and HTC Vive) and applying virtual reality scenarios for micro-teaching, role-playing games and classroom management. In relation to the sample sizes, these vary between 15 and 554 participants, most of whom were teachers in training. In this regard, it is concluded that the IVR surpasses traditional methods in motivation, self-efficacy and satisfaction; however, the evidence on the improvement in the performance levels of teachers in training remains limited.

On the other hand, the use of IVR has some limitations. First, there is a lack of knowledge and experience among teachers regarding the use of this resource. Second, there is limited development of virtual scenarios. Third, pedagogy students often receive insufficient training in the use of IVR and have limited access to these types of resources.

In addition, some common scientific issues were observed across the reviewed literature: (a) small and often non-representative samples; (b) a lack of longitudinal designs that limit the estimation of transfer and durability; (c) a predominance of self-report measures (e.g., motivation, self-efficacy, acceptance), with potential bias and limited use of performance-based assessments; and (d) gaps in curricular alignment and TPACK (faculty training and scenario banks) that condition authentic implementation. Taken together, these cross-cutting limitations suggest that the effectiveness of IVR depends less on hardware and more on pedagogical design (short, progressive sessions, guided debriefing, explicit success criteria) and institutional integration, directions we emphasize in our recommendations.

In conclusion, the use of IVR can represent a transformation in initial teacher training; however, it must be further developed within university institutions and supported by longitudinal studies with larger sample sizes, which would provide evidence and greater insight into its curricular integration in the training of future teachers.