Research Highlights

This qualitative descriptive study examines the potential of virtual reality (VR) as an innovative tool for enhancing the practical skills of preschool student teachers (PSTs) in Hong Kong, with a particular focus on classroom organization and design. Addressing a notable gap in regional research, the study explores how VR can support teacher preparation in early childhood education. Six PSTs participated in pre- and post-intervention face-to-face semi-structured interviews, enabling an in-depth understanding of their experiences.

Inductive analysis revealed three key themes, including the convenience and cost-effectiveness of VR, particularly in situations where access to physical classrooms is limited. Participants highlighted VR’s immersive and interactive features, which allowed them to visualize, plan, and experiment with classroom layouts in a flexible and risk-free environment.

The findings suggest that VR holds significant promise in strengthening PSTs’ classroom organization skills by providing a dynamic platform for experiential learning. As play-based learning continues to be emphasized in early childhood education, effective classroom management becomes increasingly critical. This study contributes to the growing body of knowledge by demonstrating how VR can transform preschool teacher training, offering a scalable, accessible, and engaging approach to developing essential pedagogical competencies. More broadly, the study highlights the importance of understanding learning within authentic educational contexts and how interactions with learning environments and tools can shape educational experiences.