Bridging the divide: The role of virtual reality in promoting educational equity in vocational training.
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| Title: | Bridging the divide: The role of virtual reality in promoting educational equity in vocational training. |
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| Authors: | Zhang, Ye1 (AUTHOR), Feng, Zhida1 (AUTHOR), Zhang, Ziqun2 (AUTHOR), Chen, Xinrong3 (AUTHOR) chenxinrong@fudan.edu.cn |
| Source: | Innovations in Education & Teaching International. Jun2026, Vol. 63 Issue 3, p815-830. 16p. |
| Subject Terms: | *Educational equalization, *Occupational training, *Cognitive ability, Virtual reality, Immersive design, Regional disparities, Regional economic disparities |
| Geographic Terms: | China |
| Abstract: | Vocational education plays a pivotal role in developing skilled labour, yet geographic, economic, and cultural disparities often hinder equal access to educational resources. Virtual Reality (VR) technology offers immersive, interactive learning experiences that have the potential to mitigate these disparities and foster greater equity in vocational education. This study examines the impact of VR on educational resource allocation, learning environments, and equity. Participants included Tourism and Hospitality Management students from vocational universities in both urban and rural regions of China. An experimental design was employed, providing both urban and rural students with equal access to VR-based learning. Results revealed comparable learning outcomes, with high levels of engagement and interest across both groups. VR learning not only enhanced learning efficiency but also stimulated innovative thinking and developed practical skills. The findings indicate that VR technology can bridge geographic and economic gaps, thereby facilitating more equitable educational opportunities in vocational training. [ABSTRACT FROM AUTHOR] |
| Copyright of Innovations in Education & Teaching International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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