Theoretical Knowledge as a Bridge to Technological Integration: Empowering Educators with Virtual Worlds for Effective Teaching
DOI:
https://doi.org/10.21556/edutec.2025.91.3615Keywords:
Immersive environments, Virtual worlds, Digital competence, Teacher educationAbstract
This study examines how theoretical knowledge can serve as a bridge to the integration of Three-Dimensional Immersive Digital Environments (3D-IDE) and Virtual Worlds (VW) in teacher education. The rapid evolution of digital technologies presents new opportunities for enhancing pedagogical practices, but many educators face challenges in adopting these technologies due to a lack of digital competencies.
A qualitative longitudinal approach was applied, focusing on a course designed to introduce university teachers to the use of 3D-IDE and VW. Data was collected through thematic forums, final reflections, and course projects, using a combination of axial coding and thematic analysis to assess the progression of participants' skills and perspectives.
Participants exhibited significant improvement in their understanding of 3D-IDE, moving from initial skepticism to effective integration of these tools in their teaching practices. The study revealed that deep theoretical knowledge helped overcome technical challenges, fostering a critical perspective on the use of emerging technologies. The study highlights the importance of structured, supportive training that combines theoretical and practical elements. By bridging the gap between theory and practice, educators not only developed technical competencies but also transformed their pedagogical approaches, illustrating the potential of 3D-IDE to enrich the teaching-learning process.
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