Perspectives Of Teachers On Using Virtual Reality In The Teaching And Learning Process In Higher Education

Abstract

The current study looks at teachers' thoughts on the usage of virtual reality (VR) in higher education. The investigation involved a representative sample of 300 college instructors from the Kozhikode district. Using a mixed-methods approach with a sequential explanatory design, the study used an attitude scale and an interview schedule as key data collection tools. Quantitative investigation found a statistically significant variation in instructors' opinions about VR implementation based on their professional experience. Although the overall mood was quite positive, respondents suggested some reservations or incomplete conviction about full-scale adoption. The qualitative investigation, which used theme and PEST analytical methodologies, discovered both enabling and restricting factors driving VR adoption in higher education. The findings emphasize that, while VR has significant potential to transform teaching and learning practices, effective integration necessitates adequate institutional infrastructure, ongoing professional development, and policy-level support to ensure pedagogical and operational sustainability.