Migración de retiro y servicio sociales: análisis de comprensión mutua.

Resumen

Virtual reality technologies are revolutionizing how people interact, and education is no exception. This offers great possibilities for promoting inclusive education, where students with special abilities are included. Therefore, this study examines the implications of virtual reality technologies for participatory and inclusive learning, as well as their benefits and challenges. Methodologically, a qualitative approach is used, employing a systematic review. The sample consists of 24 studies from indexed journals using the PRISMA model. The instrument includes Boolean operators. It is concluded that virtual reality technologies promote inclusion and educational participation, allowing students, especially those with disabilities, to learn under equal conditions. These technologies allow adapting academic content to the needs of students, making courses more dynamic. In addition, their use allows students to develop their cognitive skills. There are also challenges to overcome, such as training teachers in their use, designing policies to address accessibility and affordability barriers, and safeguarding the personal data of students using such technologies.